input,grade
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It will change the pitch.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch will change by the way she plucks it.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch would be low.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch will get high.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||Higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would have a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would make a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch would be lower because it has less room to vibrate.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch would get higher.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be lower.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would make a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would sound louder.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be lower.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would become a higher pitch from when she did not have it tight.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be high pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||High pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would change to a high pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be low.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be a high pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The string gets higher.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||A high pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would have a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would make a higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||Medium.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch was higher.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The sound would be higher.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would be lower.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The sound will be a high pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch would go higher.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The pitch will go low.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||The volume changes.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would make a high pitch if Darla pull the string tighter.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It will be higher pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?||When the string is tighter, the pitch will be higher.||It would become higher.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||Because they are repelling each other always.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets are not touching because they cannot attract to each other if they are north to north or south to south.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets will maybe not stick because the force of the magnets will maybe the pencil is long and the magnets cannot feel the other magnets.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They are repelling.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets are on the side when they repel each other.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They are on the same side.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not touch each other because the magnets are facing positive to negative.",contradictory
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They do not touch each other because one side of the magnet has a force and the other side stick to each other because they do not have a force.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets do not touch each other because either the north and north sides are facing each other or on the south and south sides are facing each other.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not touch each other because the rings are magnets so they repel because 2 south and north facing each other.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||Because the rings are magnets and they are facing each other on the same side.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets do not touch because the same poles are together so they all repel.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They do not touch each other because the force of magnetism is repelling them away from each other.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets do not touch because if you flip the magnet to the other side it will not stick because it makes them different.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings are not touch each other because they are not facing the right way.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings are made out of metal because they are repelling.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets are not touching because the magnetic force is making the magnets repel.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They are not touching each other because they are repelling.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||Because they are not attracting.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The magnets are not touching because they are flipped around a certain way that they do not stick instead they repel.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They are not touching each other because either the North and North part of the magnets are touching or the south and south are touching.",contradictory
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They are not touching because there are a north and south on a magnet and the north is facing the other north.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The north pole and another north pole are touching on the magnet or the south pole and south pole which makes them repel.",contradictory
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||Because the magnets have a north and south pole and if the north touches the north or visa-versa north the will not touch.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not touch each other because if the magnets are not the right way they will repel.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not touch because the magnets were facing the same way which makes them float.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They do not touch each other because if you put magnet the magnets like this will not attract North to North. If you put magnets like this it will attract North to South. If you put it like this it will not attract South to South.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not attach each other because they are flipped upside down.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not touch because the top is south pole is the one below it is the south pole. When the poles are north and south they attract.",correct
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||The rings do not touch because the rings are just magnets and the magnets are on the repel side.",irrelevant
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||They are not touching each other because they repel.",partially_correct_incomplete
"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?||Like poles repel and opposite poles attract.||Each magnet is pushing away from the magnet so they are attracting.",irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Blue is very attracted to the heat whether it is covered or not. Red is not attracted.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Blue will get hotter because it is a dark color and red is not.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue absorbs most of the sun and red did not absorb most of the sun.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That blue it is more dark than red.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue covered got hotter and in the same amount of time than the red.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Blue versus are warmer than red versus.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Blue is more darker so it absorbs more heat and that is why it is bigger.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||It warms better.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That the blue will heat up faster than the red because the blue is darker.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Because the blue uncovered and the red covered is like the same like the blue uncovered.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That the blue might be darker than the red.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Because blue uncovered does not attract that much heat like the red one does.,contradictory
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue collects more heat, because it is more darker than red.",correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue color is kind of a color black and darker than red so that why the blue heat more than the red one.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue gets hotter than the red maybe because the blue is darker than the red.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue gathers more heat than the red.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Blue heats water better.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||It is more better than using other colors.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||If a color is dark it will heat up more than a light one so blue was dark red was light.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That heat up more fast than other.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||It tells me that the blue is winning and not the red.,correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue heats up more than the red by just a little bit, so that tells the blue collects more solar energy.",correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That blue is really high and that the red does not cover nothing so that means he is last.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Blue absorb more heat than the red.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That blue must be darker soil will absorb more than the red.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The blue collectors had the highest effect it heated the most and the fastest.,correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The graph tells me that blue will heat up faster than red, probably because blue is darker, which attracts heat faster.",correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||It tells me that blue heats the water more.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||It tells me that the blue collectors heat up faster than the blue collectors.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The effect of using a blue cover can heat it up faster than red. Blue is also darker than red.,correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Since red is lighter color it does not absorb much like white, but blue is darker so it is a little like black.",correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||The graph tells that the blue covered collected more heat than the red covered.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Using blue collectors heat up quicker than red collectors.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||Tells me that blue covered and uncovered is hotter than red cover and uncovered.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?||Solar water heaters with blue collectors heat up faster than solar water heaters with red collectors.||That the blue heats more than the red.,correct
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The minutes and seconds of when the events happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||What time everything happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||Whether it is slope or not.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||That how much is the land that moved.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information I got from the stream table but not from the stream tables are when earth materials slump and hole under the water source.",correct
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||What the who form.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||More info of the experiment.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||When the event happens and time between them.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||On the stream table logs show when each event happened on the map show where each events looks like.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You can get information and time of how fast where and how.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||Clay sand pebbles.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||What time something happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||In a log it tells how is the canyons, deltas, erosions are happening at times. And it shows what the important times are there.",correct
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||On the stream table log I got the times of everything.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||When important events happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You get from a stream table log is a log that tells main events in a certain time and not from a stream table map.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You get the time in which things happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You get what time an important event happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You can see when all the important happened.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You get a chart telling you what happened during the time periods.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You get to see how long it took.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||They explain it in words instead of using pictures.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The time the erosion and deposition happens.",correct
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You can see what time the events occurred.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information I get from the stream table logs that I do not get from the maps is how long it took for it to form.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||Elapsed time.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information that you get from stream table logs rather from stream table maps is a log showing you the events of how the slope started from beginning to end.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||What you get from the logs are the times.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||Stream table logs show time while maps do not.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information you get is that you do not see the hole in the materials sand.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||You cannot see in the maps, the time where the things happen.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The time it happens.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information that you do get is what happens and what form.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information I did not get from the stream table logs that I did not get from the stream table maps was the events in order of time.",partially_correct_incomplete
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||The information you get from a stream table log that you do not get on a stream table map are the keys that tells you what is what.",irrelevant
"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?||You can see how much time is taken for the earth materials to move.||Is that the stream table log is much straight and more details.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||When it get up to 3 scoops the mass of beans harvested decreases.",correct
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||As the fertilizer increases the beans increase then decrease.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||If you use anything under 3 scoops you will not get your greatest mass. If you use anything over 3 scoops you will also not get your greatest mass.",correct
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The more scoops of fertilizer the bigger they get. The more scoops of fertilizer the smaller they get.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||As the scoops increase the mass increases until it gets too much fertilizer.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||Once the third scoop is added you are good to go and not to use over 3 scoops.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It goes up until it gets to 3 it goes down all the way to 6.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It goes in a pattern like 0 is on 0.2 and like one is on 0.7 and goes from even to odd.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It tells me that the more water she puts in the plant the heavier it is.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The relationship between the number of scoops and the mass of beans is the heavier the bean the more scoops it needs to a plant. Beyond that point, the more scoops it gets the worse it is going to grow.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||Well 3 is the perfect amount because 4 is too many 2 is not enough.",correct
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||2 and 4 are both the same mass of beans harvest, they are both 1.2 mass.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||Every time she put in scoops it went up until 3 scoops. Then it went down.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It shows that if you put 0 fertilizer then it is 2.0. If you did one scoop she got 0.7 and if you did 2 you got 1.2 and if you did 3 you get 1.5 and 4 is 1.2 5 is 0.5 6 is 0.0.",correct
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The graph shows you it keep going up until 4. At 4 probably makes the plant weak and then it keeps going down.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The relationship between the number of scoops of fertilizer and the mass of beans is that 2 scoops of fertilizer and 4 scoops of fertilizer equal 1.2 kilograms of beans.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The green tells you that the relationship between the scoops of fertilizer and mass of beans harvest kilograms, is that they each go apart different.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||When Maya put too less fertilizer the beans weighed very little but when she started putting too much fertilizer the beans also started getting very light. They only time the beans were heavy was when she put 3 scoops. P S not too little not too much.",correct
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||That the mass of the beans it got higher but the more heavier it got it went down.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||That it is going up but at one point it stops and it goes low again.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The more scoops until 3 the more after that goes down.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It grows by the scoops get more then stops at a point and go back down.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It tells me how much Maya used the fertilizer to produce the greatest mass of bean.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||It is going higher by the minute.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The graph tells us that she put a different mass of beans. And different scoops of fertilizer.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||If she puts too much scoops it goes down if she puts about 3 she gets more.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||When you put 3 it weighs more. If you put a lot like 6 the beans will be dead.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||If there are the mass of the beans and the fertilizer they will be different.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The mass of beans harvested is getting bigger and higher.",contradictory
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The mass of beans harvested is getting bigger and the scoops of fertilizer is getting higher.",contradictory
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||If you put 0 scoops 0.2 beans will come out. If you put 4 scoops 1.2 beans will come out.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||0 scoops it got 0.2, one scoop got 0.7, 2 scoops it got 1.2, 3 scoops got 1.5, 4 scoops it got 1.2.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The lower the higher the higher the lower.",irrelevant
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||That if she puts 3 scoops the beans will have more mass and the more fertilizer the less mass it has.",correct
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||The higher the scoops the more but just 3 and down.",partially_correct_incomplete
"Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?||When less than 3 scoops of fertilizer are used, the more fertilizer used, the greater the mass of beans harvested. When more than 3 scoops of fertilizer are used, the more fertilizer used, the less the mass of beans harvested.||At first it gets higher and higher but when it reaches 3 scoops it starts decreasing.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||This graph tells me that the speed never changes.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||How long it takes to get to the speed of light.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||The speed of light is fast.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||How fast the speed of light is.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||It shows how fast the speed of light is.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||This graph shows me the speed of the light and how long the speed was.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||That there is average time and a lot of speed of light.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||It tells me that the speed of light goes straight.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||I think this graph tells me that the time is about 40 seconds and speed of light is about 25.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||It tells you half of the speed of light.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||This graph tells you how fast the speed of light is.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||This graph tells you how fast the speed of light travels in a certain amount of time.",contradictory
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||It does not matter how much you give it the speed of light goes just as fast.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||It tells you the time and the speed of light.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on it is increasing.",contradictory
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As the time go on the speed of light get fast.",contradictory
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||It is going on in seconds.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stay same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light goes faster.",contradictory
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As light turns itself it will move.",irrelevant
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the number goes to the middle.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light is longer.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on it gets more speed.",contradictory
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light will pass until it will be long.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light is staying the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light goes the same.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||The speed of light is staying the same while the time is increasing.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||I think the time is staying the same of speed of light.",contradictory
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||That the speed of light does not move with time.",correct
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||This stays the same.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||Only the time is increasing but the light is the same.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||There would be a clear liquid with no solid on the bottom.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It is going to be clear at the bottom and you will not see anything and I know this because if it does not dissolve in mixture it will not dissolve.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It has been a little different.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear, mixture 3 is clear.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe that the water is not saturated yet because a mixture 4 it get saturated.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would be a solution. One and 3 have either one spoon or 2 spoons of solid in their mixtures and they are still a solution.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe nothing you need more spoons to make it saturated. Because mixture 3 has 3 spoons and it is not saturated.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe the nothing will be at the bottom.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would not observe anything because nothing happened to the other ones either.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It will dissolve in the cup.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear and nothing on the bottom because one scoop and 100 milliliters of water has the same results and so does mixture 3, 3 spoons and 100 milliliters water.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear, nothing on bottom because mixture one and 3 are that.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear with nothing on the bottom. Evidence Mixture 3 has more and is clear with nothing on the bottom and mix.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||I think that the mixture would be clear with nothing on the bottom, because both mixture one and 3 say that if mixture 3 is not saturated and has more material than 2, 2 would not be saturated either.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would not have any particles at the bottom.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||That the solid dissolved in the solute! That with one spoon. It is clear and with 3 spoons it is clear so the solid will dissolve in the solute!",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||If mixture 3 is dissolved, and mixture one is not dissolved. Mixture 2 will not be dissolved because it is less concentrated than mixture 3.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He will see clear and nothing in the bottom because you cannot see nothing in 3.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would dissolve because he has so much water there would be enough space to dissolve the solid.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Well if solution 3 has more materials and it is dissolved the evidence he would have is solution 2 will be dissolved too.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||That the solid dissolves because one, 3 dissolves.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would dissolve because 100 milliliters of water gives the solid more room to dissolve.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||The solid would dissolve because so did solution one and 3.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||When he put the 2 spoons in the 50 milliliters in of water he will get 2 times for water then mixture.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||2 spoons of solid and 100 milliliters of water and it was clear material on the bottom.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||That there is one dg. one spoon is 5 grams.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would look clear and who have nothing on the bottom.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Well It would be clear because 2 has more solid and is still clear.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||I think he would see the solid dissolve.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Mixture 2 maybe clear with nothing on the bottom.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe the solution clear and nothing at the bottom because one and 3 do not have anything at the bottom and if 3 does not have any solute at the bottom 2 would not either.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe fizzing in the cups. To evidence this you would put a lot of things in both of the cups.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Nothing will be on the bottom and it will be clear. Because solution 3 has nothing on the bottom and it is clear.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||There would be no material of bottom because mixtures does not have any material on bottom.",partially_correct_incomplete
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||They both relate because one equals the other for a answer.",irrelevant
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||They both help the scale by weighing the load.",irrelevant
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is the easier it is to lift the load.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Its distance 15 centimeters.",irrelevant
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The further the effort, the less effort is needed. The closer the effort, the more is needed.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away from the fulcrum the less effort is needed and the closer to the fulcrum the more effort.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the effort is to the fulcrum, the harder it is to lift the load.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Joule equals force times distance.",irrelevant
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the effort is to the fulcrum the more effort it would take but the further the effort would not be as much.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When the effort gets farther away from the load the weight of the effort decreases.",partially_correct_incomplete
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When effort far from the fulcrum the load gets lighter.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is from the fulcrum the greater advantage you get.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The further the fulcrum lever is, closer it is the less it weighs.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther it is the easier it is.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When you move the effort further away the effort increases, when you move it in the effort decreases.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||As you move out it is easier.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The relationship between the amount of effort required and its distance from the fulcrum is as the effort increased distance from the fulcrum the effort needed decreased.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther the effort is from the fulcrum the less effort is needed.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away from the fulcrum the effort decreases.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Instead of going it went down.",irrelevant
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Can be use of the amount to lift the load and to adjust the lever and load.",irrelevant
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the scale more effort is needed to lift the load.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||As the effort gets farther from the fulcrum it is easier to lift the load.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away from the fulcrum less effort is needed.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The relationship is the farther over the effort is the harder it is to lift.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||It is easier to lift when the load is closer to the fulcrum.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the load is to the fulcrum the less Newtons. The farther away from the fulcrum the load is the more Newtons.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is from the fulcrum the less effort it takes. The closer the effort is to the fulcrum the more effort it takes.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||It is harder to lift when the load is far from the load.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The distance matters in this experiment. The closer the effort is to the fulcrum, the more effort it takes to lift the fulcrum.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When the load is closer to the fulcrum it is easier to lift.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is from the fulcrum the easier it is to lift the load.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The further away the effort is from the fulcrum the easier it is to pull.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||It takes more effort the farther away the load is from the fulcrum.",contradictory
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When it was closer it was harder and when it was farther away it was easier.",correct
"What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||If the fulcrum is too close to the effort or the other way around it is harder. Same thing with the fulcrum and the load. It is harder to move it.",contradictory
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||You might get more medicine than you needed.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because then the tallies that you use will not make sense.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||They use it all around the world. And it is important.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||If you do not use a standard unit you might not get the right answer you may not even get one that is close.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Last time we were using our hand to measure the table and our hand we small and some of our kids was big.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||If you do not use one you and your partner will not get accurate answers.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you can find the actual answer to a question that you have.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||It is important to use a standard unit of measurement because if you do not it will not be correct.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not you will get the wrong measurement.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not use it you may get the wrong answer.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||We use standard units because if somebody makes bottles of water the put at the bottom how many liters it is.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So everyone would get the same answers. It is the same for everybody.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||I think because if we do not use a standard unit we would get the answer wrong.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because it will help a lot. It will never change. It is the same all over the world too.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||You can make it too long or too short if you do not do it.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you can get the measurement the same thing as everyone else.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you can get the best answers. You need it because you will end up with 2 different answers.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not use a standard you get the answer wrong.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So everybody agrees on it.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because you might not know how much it is!,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you had no standard of measurement you could not measure anything.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you use paperclips that would be wrong because they come in different sizes. And if you use your hand it will also be wrong because you hand could be big or small.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you get correct measurements.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because it is better using it so you will not get it wrong.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not get the right answer. Because we are in the class. And we might in the same group in the class.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not know how many to put.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not use it will not be right.,partially_correct_incomplete
"Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||If you do not they would know if you are talking centimeters, liters, milliliters, meters, kilograms, or grams.",correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because you will learn metric unit faster.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So others know what you mean.,correct
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Well you cannot use straws.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So others will know.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So everybody get it right or get the same answer.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So that you can make an exact and accurate measurement.,partially_correct_incomplete
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you used vials would be different sizes.,irrelevant
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||We use a standard unit so we do not get the measurement worth.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||One is heavier than another see it settles in how many layers there is ingredients.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the sand is heavier.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the sand is the heaviest and the sand would go to the bottom.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||We shook it up and sand is heavier than water so it went to the bottom.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand and flour separate because sand is heavier than flour.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Evaporating separates the 2.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Sand and water have different size particles and they stick together.,partially_correct_incomplete
"The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand and salt weigh different, one is big one is little.",partially_correct_incomplete
"The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the water dissolves separates the sand and flour, and they group with their sister minerals that are same size.",partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand is heavier than the flour.,partially_correct_incomplete
"The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand and flour separate because the sand is heavier than the flour, so the flour goes to the top and the sand sinks.",contradictory
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||They are a soft substance that disintegrates when it mixes with water.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||They separate because the sand is heavier than the flour.,partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand and flour separate because sand floats to the top and the flour stays on the bottom.,contradictory
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||I think the sand is on the bottom because it is heavy and the flour is in the water because it is smaller and does not weigh a lot.,contradictory
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||It separated because the sand sank below the flour and the flour stayed on top.,partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand is harder then the flour so that is that is why they separate.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||They separate because the water made them into layers. That is why they separated.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand and the flour separate because the sand is heavier and it sinks to the bottom and the flour is lighter and goes on top of the sand.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||They separate because the water makes them into layers by making water onto sand in middle and gray material on bottom.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||It separates because of the water.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand is the heaviest one because it is more heavier than the flour.,partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because sand is heavier than flour.,partially_correct_incomplete
"The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the sand way too heavy when we put in the water, but the flour was the opposite! Because the sand was too heavy to float in the cold acid like the flour.",contradictory
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the sand is big so it goes on the bottom and the flour is small so it goes on the top of the sand.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the sand is heavier than the flour so the sand fell to the bottom before the flour had a chance to fall down and what is heavier falls down faster.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||If you put the sand then the flour then the gray materials then the water the gray materials speeds the sand and the flour.,irrelevant
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||By dissolving and in water the sand moves around in it.,contradictory
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because when the rock breaks. They break into pieces that land heavier from gets.,partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the flour was lighter than the sand.,partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because the sand is heavy and flour is light.,partially_correct_incomplete
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Sand and flour separate because sand is heavier than flour.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||The sand is heavier than flour the sand goes down because it is heavy the flour is light.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||There is layers and on the top there is flour because the heavy and the bottom is the sand because sand heavier and it goes down.,correct
The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.||The sand particles are larger and settle first. The flour particles are smaller and therefore settle more slowly.||Because if you let it sit the sand goes to the bottom and flour goes up.,contradictory
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It dissolved in the water.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The chemical that stayed down there.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The chemical that saturated down there.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That is not a solution it is a mixture.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It creates a precipitate a new chemical who you mix 2 different chemicals and that creates a precipitate.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The white solid indicates by being a mixture.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The white solid indicates that the white solid went to the bottom.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||A solution.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||To evaporate.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The material that you put in the water did not dissolve because it is too heavy.",contradictory
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The white solid had settles and so the 2 solutions would be a mixture.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||All of the thing that you put in will go to the bottom leaving a clear liquid.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||There is a precipitate on the bottom.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It is a product on the bottom of the cap.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||Well when you mix the 2 solutions it became a different mixture.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That it is a new solid material.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||Chemical reaction.",correct
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||A chemical reaction.",correct
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It indicates a precipitate.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That white solid indicates a precipitate.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It saturated in the cup.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That it is a precipitate because if they mixed materials, together and there was a cherry and there is a new material then that is a precipitate.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||Because that one that you are say that you are so to 46 that or no.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That the water cannot hold any more solute. It is saturated.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That the white solid is C.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||A new product that is called a precipitate.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||That you have made a saturated solution.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The white solid indicates that a precipitate has occurred.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||A precipitant.",partially_correct_incomplete
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||Salt.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It was solution and a mixture. It promptly got cold or hot at the bottom.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||Saturation.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||The white solid indicates the crystals.",irrelevant
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||It indicates that it turned into a solution and mixture that got mixed then produced chemical also.",correct
"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?||A chemical reaction occurred. [The white solid is a precipitate (a new material) which indicates the reaction.]||We kept on glassing because it become clear.",irrelevant
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the salt was too small so small that you cannot see it.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because sand is much softer and the salt.",irrelevant
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the salt dissolved into the water and the sand did not.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because salt and water are a solution but sand and water is just a mixture.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The sand got caught because it had rocks in it.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt went through because when the salt and water mixed the salt dissolved a little.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The particle size of the sand was too big to fit through the holes of the filter. While the salt particle size was too small to get caught.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt did not get caught because it dissolved in the water.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt went through the filter because it dissolved and the sand did not.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because he put water in it so the salt dissolved with the water and ran right through.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because salt is so small it slid through the large coffee filter. Sand is larger so it stuck to the filter.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt turns to liquid like an ice cube and then to water sand does not.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The sand was too big to fit through the tiny holes in the filter. The salt dissolved into the water and was way too small to get caught in the filter. It just went through.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt went through the filter because the salt mix with water to make saltwater. Sand the sand got caught because it is just like the powder it sticks to the sides.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt is smaller and is harder.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt had gone away or dissolved.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the sand is bigger than the salt.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The grains of salt must be smaller than the grains of sand.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt got dissolved in the water.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the sand is thicker than the water. Water is smooth.",irrelevant
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the filter has smaller holes so whatever big particle will be separated.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Maybe because in the little dish there is little holes and it will not go through it.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt was small enough to go through the holes while the sand was too big to go through.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The sand cannot go through because the water would not let the sand dissolve.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||It stayed there because of its size.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the salt evaporated so it could go through and still have salt in it. While sand did not so it could not go through.",correct
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because salt can dissolve but sand is tiny parts of the ground.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the salt dissolved in the water and the sand did not.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||Because the salt is evaporated already and the sand cannot because it is hard and it is gravel.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt became a part of the water so it dissolve in the water so the salt went with the water. But the sand did not dissolve in the water because it was so bulky.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||The salt dissolved and became smaller. The sand became mud and got caught together and stayed on top.",partially_correct_incomplete
"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?||The dissolved salt particles are small enough to go through the holes in the filter paper, but the sand particles are too large.||They have a sticky stuff that did not work.",irrelevant
"Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You see people upside down and kite, cart, cow, buoyant.",partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||A heart.,irrelevant
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||I see a lot of things that might look like paper it hit the mirror and it soon on the mirror.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You will see the line of symmetry.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the same part of it.,contradictory
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the object.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the other side but it would be in the mirror.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||I would see the figure then I would see the line of symmetry.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the whole shape.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||If you looked in a mirror you would see your image.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||I will see a bunch of lines.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||Something on the flat object.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The complete object.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see a flat object.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||It could be up and side.,irrelevant
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||It make the object seem whole.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You could see the roof and on top of you.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You have to put mirrors around it.,irrelevant
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||It will see like a pattern or you can see more and more.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The other and the same side of the object.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||I would it going further and further.,irrelevant
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see another object in that object or other shapes.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The other part of that shape of the flat figure.,correct
"Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The other half of the object, because the mirror would see that object and make another one.",correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The opposite of the side you are looking at.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see what it is reflecting.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The reflection of the object.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the opposite face of the shape.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You will see light or another one of it or reflex.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the same object.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The opposite thing that was on the paper.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||The same object.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||By looking with a mirror or something else.,irrelevant
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||I would show the same thing so it would look like one whole piece.,correct
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the ceiling when it is on a table.,partially_correct_incomplete
Describe what you would see if a mirror were placed along a line of symmetry on a flat object.||The mirror would complete the image of the object and make the object appear whole.||You would see the object. But the object looks like it was flipped.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will still run.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will burn out.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will go out too.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will still run.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It would stay on.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It would still work.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It will run the same it is a parallel.,correct
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will keep going until the D-Cell runs out.,correct
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will stop running.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will still run because it is a parallel circuit.,correct
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It will still run.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||Nothing will happen. It will still run.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||They both go out.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will quit because it is in a series if one thing runs out the rest that are hooked up to it will not work.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will stay on because the wire is coming out of the positive end and the back.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||If the bulb shuts off the motor will turn off because it is a series circuit.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will stay on.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will not work.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will stop.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||If the light bulb burns out the motor will keep on going.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will keep going.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will still keep running.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will still be running.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||There will be no electricity.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will go out.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will run.,partially_correct_incomplete
"Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||If the light bulb burns out, the motor will not work.",contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will stop working.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It would not work.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will still work.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||Nothing will happen.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will stop.,contradictory
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor will run.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||The motor is going to keep going when the light bulb goes out.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It will still run.,partially_correct_incomplete
Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?||The motor will continue to run because the motor still has a pathway to the D-cell.||It will still run because it is not sharing a wire like a series does.,partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||As the contour lines get closer the mountain side gets steeper.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The lines are close together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||You can tell because it is at the top and it is 5000.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are closer than the others.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I can tell because the contour lines closer.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||S because it is closer together.",contradictory
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||It is steeper because it is below sea level.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it looks like it is going further down than the others.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||How do I know it is the steepest because the lines are closer.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know because Q is at the bottom of the map.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the line is closer.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it has a line in it and probably it is a valley or something.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are close to each other.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because you can see that her lines has the top and it is steeper.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it is in the middle and it is steeper.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q is the steepest part of the map the line is close together.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because Q is moving like a snake and it is hard to go swirl like this.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q. Because the contour lines are closer together to make it steeper.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it curves going up the mountain.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are closer together than the other R and S.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the elevation increases and does not decrease.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know because the contour lines are closer together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the lines are closer together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The land lines are close.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The lines are closer together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it is the straightest part.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The contour lines are closer together.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know because the contour lines are closer together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know it is the steepest part because the contour lines are closer together.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The contour lines are close together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know it is the steepest part of the trail because the lines are the closest together.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are closer.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q because the place it is located.",irrelevant
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q is on the steepest part of the trail. I know this because the lines are closer together.",correct
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The contour lines are close together.",partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know it is the steepest trail because the lines are close together.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could use a paper filter decided what he is using or a screen.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could get a filter and pour the solution into to it with a cup under.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could separate dissolved water by using a filter. The water turns clear.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Let it evaporate.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Get a filter paper and pour the dissolve mixture and the solid will stay in the filter.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||The solid will maybe dry up and water will stay the same.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||It dissolves and weigh 100 milliliters still.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could evaporate the solution. The water would go into the air and turn into a gas but the salt would stay behind.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He can evaporate mixture one. The water would become a gas and some kind of crystal would be left.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could filter it and the solid could be in the filter and the water could be in the cup.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could put in a evaporation tray and see the solid material!",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Evaporate the water so there is just the solid.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could evaporate the solution, the water would evaporate and the solid will be left behind.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||It could evaporate the water from the salt. The solid crystallized and the water turned into a gas called water vapor.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Pour the solution into evaporating dishes. The water evaporates, or turns into a gas, and the solid crystallizes.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could evaporate the solution and the water would be in the air and the solid would be in the container.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||It dissolves into the air bubble.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Evaporate. The solid would crystallize, and the water would become vapor and go into the clouds.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Put the solution in an evaporation plate and let it dissolve.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||You can get a coffee filter you pour it in the you wait for it to seep into the coffee filter.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could use a coffee filter to separate the solid from the water. Now the water and the solid are separated.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could evaporate the solution.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could filter out the dissolved with a dry filter. And the water will be in its own cup.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could filter out the solid. Or evaporate the water.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Evaporate the solute. The water dissolves and the solute will turn into crystals.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||You could let the water evaporate and there will probably be something left over in the dish or cup.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He can use a filter.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could take a filter, 2 cups, and put one under the filter paper and pour it through. So the solid would end up in the filter and the water in the cup.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could put the solution in an evaporation dish and the solid will be the crystals and the water will evaporate.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||First he could take a wet filter paper, put a clear cup with nothing in it underneath it, then pour the solution through the filter paper.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could pour the water onto a plate and have the water evaporate and the solid will crystallize.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||You could not do it.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Use a filter to separate the. The solid will stay in filter and water will just go through.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||1. Take a paper filter. 2. Get the filter wet. 3. Pour the mixture in. 4. Let the filter dry. 5. The mixture is separated.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could put it through a filter and then he would be able to see the crystals.",irrelevant
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron it will stick if it is aluminum it will not stick.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will be made of iron if it sticks to a magnet.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The magnet will stick to iron not to aluminum.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron it will stick.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||I will stick or not stick.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will stick to iron.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||By testing it with a magnet and it will stick if it is iron.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key sticks it is made of iron if it does not it is made of aluminum.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron the key will stick if it is aluminum it would not stick.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||Aluminum will stick to a magnet.",contradictory
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it were iron it would stick.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You could get something with magnitite in it and see if it sticks if it sticks you know it is iron if it does not stick it is aluminum.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||Test it on a magnet.",irrelevant
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The magnet will stick.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The key will stick if it is iron but if it is aluminum it will not.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You will put a magnet on it and see if it sticks.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron it will stick if it is aluminum it will not stick.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key sticks.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The magnet will stick.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the magnet attracts or not.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You will know because the magnet will stick or not.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key is iron it will attract if it is not it will repel.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||By sticking the key to a magnet and try it out.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it attracts or drops when you let it go.",irrelevant
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key attracts is iron. If it repels is aluminum.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You would find the answer.",non_domain
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will stick to iron and not aluminum.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You can try it out altogether.",irrelevant
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||I will put it on a nail.",irrelevant
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You will know because it will stick to a magnet.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||Because if it sticked it was iron if it did not it is aluminum.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it sticks then it is a magnet if it does not then it is not.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You can get a key and a iron nail and aluminum foil and see if it sticks.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it repels aluminum if it sticks iron, attract.",correct
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||I will know when it sticks or it repels.",partially_correct_incomplete
"How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will fall off the magnet.",partially_correct_incomplete
"Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because if you bang it on the wood it starts to make a weird sound! But if you put it in water, you can see that it is moving because the water goes swash so you can see it move.",partially_correct_incomplete
"Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||By a ping pong ball, a table, a cup full of water, and most of all hitting it too hard.",irrelevant
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because it vibrates in the water.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because it was vibrating. I do not know what it means!,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because there are vibrations and vibration more and so it was moving in the water so it made it splash.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||By hitting the fork and putting it in the water.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because if it splashes it is vibrating so she knows now.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||The vibration that the tuning fork makes.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Vibrations did.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because when you hit it vibrates and it vibrates in the water.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because it is the vibration making it splash.,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because the vibration makes the water splash.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||It vibrates because you hit it against something hard.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||The tuning fork is metal so when you hit the tuning fork it vibrates to make sound.,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because after Mary hit it on a table it vibrated and the vibration made the water splash!,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because When you put the tuning fork in the water you can see the vibrations.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because you hit it on a wood and that make it vibrate.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Volume - It got louder. When it splashed it got a kind of noise - quiet noise.,irrelevant
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because when you hit the tuning fork makes waves.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Seeing what happens helps understand because you can see what is happening when you do it.,irrelevant
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||The vibrations are like digging in the water and make a sound zzzzz!,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||The sound waves travel through the water.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because when she hit the tuning against the table and put it in a cup of water and the water splashed.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Sound travel through water.,irrelevant
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because it vibrated so since that vibrated she noticed the splash and she thought it must of been vibration.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because if you put it in the water it has volume and volume helps make sound.,irrelevant
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||It helped Mary understand that the tuning fork makes sounds by vibrating because the water splashed.,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||When the tuning fork is vibrating the would splash because when something is vibrating then something that is touching the tuning fork. So it would vibrate also.,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because she can be know that the vibration travel in the water.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||I think it helped because when you see it you can see it vibrates.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||When the water splashed vibration caused it and that is what cause the sound too.,correct
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||That helps because of the vibrations.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||It makes a sound in the water and you know that it makes a sound because the sound vibrates the water and where there is sound there is vibration.,partially_correct_incomplete
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||By putting the tuning fork in the water while still ringing.,irrelevant
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||She will what experiment.,non_domain
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||By looking at how it vibrates.,partially_correct_incomplete
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||The indophenol did not change color with Fruitsnap because it did not have any vitamin C in it.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not change color because Fruitsnap has no vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||The indophenol did not change color with the Fruitsnap because the Fruitsnap might not have had vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it does not contain vitamin C in Fruitsnap. It contains only sugar.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It was probably concentrated or it could have little or no vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Probably because they did something wrong and it did not work.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it does not have a lot of vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it is too bright.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Fruitsnap did not change color because it must not have vitamin.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it did not have any vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||There was either very little or no vitamin C at all in Fruitsnap.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not change because the Fruitsnap did not have any vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||The indophenol did not change color with Fruitsnap because it did not have vitamin C in it.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||The fruit snap did not have vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||The indophenol did not change colors because Fruitsnap does not have a high concentration of acid.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||The indophenol did not change color with Fruitsnap because there was none or very little vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it had no vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because Fruitsnap does not have any vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not because it had no vitamin C or a little bit of vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not work because it has no vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it probably had more sugar than vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it does not have vitamin C in it.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because there was no acid in it.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because it does not have as much vitamin C as Overly Orange or Luscious Lemon.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Probably because the Fruitsnap does not have very much concentrate.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because Fruitsnap did not have a lot of vitamin C in it.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not change color to white or clear because it does not have vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It was not fruit concentrate.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not have any vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not change color because it has little or no vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Because Fruitsnap had little or no vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Probably because they stopped putting indophenol in.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||There is no vitamin C in the drink.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||Fruitsnap probably contains no vitamin C.,correct
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not change because it had not much vitamin C, so it would take a lot of drops.",correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?||Fruitsnap contains little or no vitamin C so Fruitsnap does not change the color of the indophenol.||It did not have any vitamin C.,correct
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna can do weigh it but she will need walnuts and peanuts. And after she weighs them wait for 2 days and the check back and will know how much more fat is in them.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First she has to get a brown piece of paper and make sure that the walnut and the peanut are the same weight. Then she has to smash it on the paper and let it sit overnight. Then measure the grease spots.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||She can use a scale and she can but the amount of peanuts, and walnuts. And the smash it on a piece of paper and wait 2 days before you look to see how much fat there will be.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Crush the peanuts and walnuts on brown piece of paper and let it sit out for a few days.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Put the foods on 2 different papers and smash them and in 2 days look how big they are.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna can measure one gram of peanuts and one gram of walnuts. Next she can smash the one gram of peanuts onto brown paper with a circle in the middle. Then do the same to the walnuts. Let the walnuts and peanuts sit in the same room for 2 days. Finally remove the walnuts and peanuts from the brown paper and turn over the brown paper. Then measure the grease spot with a clear centimeter graph.",correct
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna could take a little piece of walnut and a same piece of peanut then take 2 pieces of brown paper and spread the walnut piece on one paper and the peanut piece on the other paper. Then she should wait a few days and then she should look on the back of each paper and see what nut has the biggest grease spot. That is the nut that has more fat in it.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First you get the food. Then you get brown paper or some type of paper. Next you squish the peanuts and walnuts on 2 pieces of paper. Finally you wait 3 days before checking the grease marks.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||She can put them on a different piece of paper. The one that has the most biggest spot is the one that has more fat in it.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||She could use a brown piece of paper with a circle on it and place a walnut and on the other piece of paper place a peanut.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna you can use the fat test. You will know how to do the other stuff.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First she can take 2 pieces of brown paper and make even circles on both. She then measures out a gram for each. After that she spreads around the peanut on paper, in the circle Anna does the same for the walnut. After that she waits a day. Then she takes the grease spots and measures the spots by using a grid. Whichever one has the most centimeters squared is the one with more fat.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna can compare the fat in the walnuts and peanuts by doing the fat test.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna can put both samples on 2 different pieces of paper and see which one makes a bigger grease spot.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Get a brown paper towel then put the walnuts on one paper towel and the peanuts on the other paper towel. Third you leave both nuts for 2 days after 2 days see how much of a grease spot the nuts left and write it down using square centimeters.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First, she needs brown paper, a scale, and a gram of each food. Anna needs to take a gram of each food and let it sit for 2 days. Then she can determine how much fat is in each food by the size of the grease spot.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||1. Weigh one gram of each food. 2. Put one gram of food on 2 pieces of brown paper. 3. Leave for 2 days. 4. Check samples. 5. Compare grease spot.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||To compare the fat in walnuts and peanuts you will need 2 brown papers, a grid, a spoon, and a scale. 1. Draw a even circle on your indicator. Brown papers. 2. Put your walnuts and peanuts on your indicator, but it has to be a even amount. 3. Then smash it up and weigh it. When you smash it up make sure it is in the circles. 4. Let it sit for 2 days. 5. After the second day put your walnuts or peanuts under your grid and circle your grease spots and count your whole squares. Circle the center circle and the grease spot around the center circle.",correct
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First you get a scale and an indicator with a circle in the middle. Second you put the walnuts in the circle of the Indicator. The mass has to be one gram. Then you do the same with the peanut. Then you let it dry for 2 days. Once you do that you get a 400 square centimeters graph and measure the.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna can smash them and put them in a brown paper and wait a couple of days and use a paper grid and the squares and then Anna will know which one is fat.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||She can get a brown paper bag and cut it. Then she should get the peanut and smash it on the paper bag. And she should do the same with the walnut. Last she should wait 2 days and see the results. Making sure the peanut and walnut weigh one gram.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Walnuts and peanuts are kind the same because walnuts have more centimeters squared than peanuts.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||1. Measure one gram of each food. 2. Crunch them up. 3. Put them on 2 pieces of brown paper. 4. Wait for 2 days. 5. Take the food off the papers and put them under a grid.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First she has to weigh the food and make sure it is the same one gram. Then smear the food sample in the circle that is in the middle of brown paper. Last wait for 2 days and wait for the result if the grease spot is big it means it has a lot of fat.",correct
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First, you use a scale to measure one gram. Next, you mash up the food. Then, you use brown paper with a black outline place the foods in 2 different pieces of paper. Finally, you wait 2 days and look at your results.",correct
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First you must have the same mass. Then, you must smear them on the same type of brown paper, but spread evenly in the circle. Finally, you must wait the same amount of time.",correct
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First you need 2 cups a little cube of a toy and a measurement and 3 brown paper with circular. And wait for 2 days.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First you will need 2 cups, a scale, brown paper indicator food, and the same size circle on brown paper, one gram fat the cups on the scale then put the paper on the cups. Put the one gram on one side and the food on the other side, the scale must be even. After you did that with both foods keep the food on the brown paper for 2 days. After 2 days the one with the bigger grease spot is the one with the most fat in it.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First you need brown paper indicator weight and one gram block. Take the weight in brown paper indicator and weight one gram. For the peanuts and walnuts on the brown paper and wait 48 hours.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||First take one gram or milligram and take a brown paper indicator and put it on a scale and when the food is one gram put it aside for 2 days and then see which one has the most grease.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||You can take 2 small pieces of brown paper take one walnut out of the shell, smash it down on one of the pieces of paper, do the same with the peanut, and let them sit overnight maybe 2 nights then look at the brown papers. The one with a larger grease spot has more fat.",contradictory
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||The procedure Anna can use is she can get a grit chart to count the squares to see how much fat it has. Then see if they both compare to each other.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||You can grade a piece of brown paper get a walnut and peanut butter smash both on separate piece of paper and wait 24 hours. But make sure they weigh the same or the grease stain on one might be bigger.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||Anna should make sure one is not salted and one is not.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||She will measure and leave them 20 day to see how much she did it.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.||Measure out equal masses of walnuts and peanuts. Smash the samples uniformly in the same size area on brown paper. Wait the same time for each sample.||You could check on the back of the bag that sees which one have more grease.",irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||It would best show it because the earth always rotates around the sun.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Why the shadow changes during the day because our earth rotates around.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the earth rotate. And the sun moves to another way.,contradictory
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||If the globe rotate the shadow the earth move very slow around all of us. The shadow move because like every minute when we move.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the earth rotates which causes the shadow to move but the sun stays where it is at.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Rotate the globe because the sun does not move is the earth that is moving.,correct
"Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||When the flashlight moves, the shadow moves too.",contradictory
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because it is a sign and the earth moves not the sun.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||When the globe moves every minute the sun face the other way.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because it rotates around the sun.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||This would be a good demonstrate because the sun does not move the earth and the shadow would move around.,partially_correct_incomplete
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the sun is going around us while the earth spins in circles which makes it go around.,contradictory
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the need to tell and see what did it happen there or where and somewhere it could be.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||The shadows are true the day because get night dark.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||To get a small object and glue it to a flat surface. Then get outside put in the sun and record every hour until the sun goes down.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||When you rotate the globe the sun is not moving. And when you think that the sun is moving it is really not. You are the one that is moving.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because as the day goes the earth rotates.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||The shadow change bigger and smaller because the sun is moving around the earth.,contradictory
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the earth moves and the sun does not.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because it would show one side and the other that is why I picked rotate the globe.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the earth now rotates around the sun and at different time of the day you shadow will move.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||By turning the globe.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||The shadow in the morning is long and the sun is pointing south when it is in the morning and it in the afternoon it is start the shadow.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the sun does not move the earth does.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the sun does not move. It is the car that rotates. So if you move the flashlight it will get off track.,partially_correct_incomplete
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||It will show where the light is falling to tell where the shadow will fall.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||He would move the flashlight around and the shadow would move. If he started the globe the flashlight would just be shining on the globe and not the golf tee so he would not be figuring out how shadows change during the day.,contradictory
"Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||The flashlight would represent the sun, and the sun does not rotate. However, the earth does rotate.",correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||It would be the best to demonstrate how shadows change during the day because the sun does not move and the earth rotates around the sun. So rotating the earth would show how shadows rotate during the day.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because it would demonstrate the earth rotating.,correct
"Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||It would best demonstrate shadows change because the flashlight is acting as the sun, and the globe as the earth, so the earth would rotate, not the sun.",correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the earth rotates around not the sun rotates around the earth.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because you can see them better and you can mark down the spot your shadow was at.,irrelevant
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because if you rotate the globe it does not do anything. When you move the flashlight the shadow and that is why I pick move the flashlight.,contradictory
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||Because the only way it would move to a different place is if you rotate the globe. If you were just moving the flashlight it will not really do anything.,correct
Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?||Shadows change during the day because the Earth is turning. The Sun stays in one place.||It is easy because if it was like the earth and the sun the sun does not move. It is the earth.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The car is made of iron or steel.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||Cars have iron or steel in them so they might attract to the magnets.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||If the car stops and waits a little while then the stoplight changes on the other side so the car can go.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It is iron or steel.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It stop the magnet.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It might hit the electricity to make it work.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The car is made of iron and steel and magnets only stick to iron or steel. So when the car stops it triggers the stoplight.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||Cars are made of steel and steel is attracted to magnetism.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The car has iron or steel on it so the magnet sends a signal.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It triggers because the car is made of steel.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||If the car goes over the magnet faster than 5 miles per hour it should turn green.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The car could be made of iron.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The metal of the tire rim or under the car or the outside of the car except the windows. Only if the metal has iron.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||A car can signal the magnet to a light by a car stopping and the other moving.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||So the cars can go.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It does that because the magnet in the light attracts to the iron on the car.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The car is made out of iron so they can attract.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It might be going too fast.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The pipes and poles under the car iron.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||There could be a magnet under the ground maybe.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It does that because the magnet in the light attracts to the iron on the car.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||What triggers it could be when something that is not magnetic like the North and South thing it does not attract!,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||Like a switch.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It is filled with magnet and iron and steel.,correct
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||A box is on the side of the road and it sends a signal to the light.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It could send a trigger because the car is made of a type of metal and the magnet would attract.,partially_correct_incomplete
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The metal around a car.,partially_correct_incomplete
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The car hood can trigger the light to change.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||When a car stops it will go to the next light.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It could attract both metal and then it could change the light.,partially_correct_incomplete
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The cars metal parts can attract the magnet which can trigger the light.,partially_correct_incomplete
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The metal on the car will try to touch together.,partially_correct_incomplete
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The light can stick to the magnet because it is a magnet.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||By hitting the magnet and sending the force to the light.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||The magnet can send a signal to the light because the magnet is controlling the light.,irrelevant
Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?||A car is made of a lot of iron or steel.||It could trigger them by if everyone is gone.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Helps give the plant food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Store food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Saves food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Stores food for the seedling until it grows leaves.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Gives the seed food.,correct
"Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||To store the food, nutrients.",partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon or the seed is the seed coat came off.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon is the food storage.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Is the seed.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Feeds the seed.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Stores food for it until it grows into a plant.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Provide food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Stores food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||To provide food when germination.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||It gather up food for the seed.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon stores the food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon is a little plant in the bean that store food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Help it grow.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Something that feeds the seed.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon is the inside.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon splits opened.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Stores food.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon gives food to the plant until it grows roots.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||It folds of when it is done.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Food supply.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||A cotyledon in the food supply.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||It is the food supply until the plant grows leaves.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Food supply for the plant.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||It stows the food for the young plant.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The cotyledon supplies food for the seed until it can supply its own food.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Holds seed coat.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Food supply.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Give it nutrients.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Stores food for the plant in until it can make on its own.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||The outside of the seeds.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant until the plant can make food for itself.||Holds the food.,partially_correct_incomplete
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||The motor will run that is how you will know.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know because the motor will run.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know it is a conductor if the motor spins.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||It will conduct electricity.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know because the motor will come on if it is a conductor.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||Only if the motor works then is a conductor.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If the motor starts running.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If it runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If the motor comes on.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know that it will allow the flow of energy.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||Lee would know if is a conductor if it runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know because a conductor is not glowing in a circuit.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||You will know it is a conductor because the motor will run.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If the objects a conductor the motor should run and electricity will be able to flow.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If the motor runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||It will run or turn on if it is a conductor.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know because the energy will flow in a circle and there will be a open circuit.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||It will run.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||The object will go.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If the light is on or off.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||By doing what I wrote for the first part.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||You will know because it will start to work.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know the object is a conductor if the energy flows through.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know if the object is a conductor because the motor will run.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If the object is a conductor it will do what it is suppose to do.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||To try it out and see if it is a conductor.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||You will know if the motor runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||You will know if the motor turns on that it is a good conductor.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know if the motor runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||If it runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He can put thing on a D-Cell.",irrelevant
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||The light bulb will or the motor will make a sound.",partially_correct_incomplete
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||The motor will work and that annoying buzz will come back.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||Check if is right or not.",non_domain
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||He will know that if the motor runs.",correct
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?||If the motor runs, the object is a conductor.||The motor will run.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||It is harder to use this system than to use a single fixed pulley system.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to pull up and in the other system you will pull down.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||The system is single movable system but the single fixed is easier to pull down.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Pull down.",contradictory
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||It has direction advantage it can go up and down.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||In a single fixed gravity creates a directional advantage. But in this one gravity pulls against you when pulling up.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to pull more ropes and a single fixed requires more effort.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to use more effort because you pull down.",contradictory
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||The amount of ropes supporting it.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Single fixed pulley system a smaller effort and only one mechanical advantage.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Single fixed only has one rope connected to the load.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||It would make it harder because if you divide 360 by how many supporting ropes a single fixed pulley has which is one then it would be 360 newtons for the effort that is 180 newtons harder to lift the load.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||There are more materials.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You do not have to pull much rope with the single fixed but it is heavier.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||The other disadvantage to this system is the effort is going up, so gravity is working against you.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||The disadvantage is distance in this one and in a single fixed it is that the load's weight stays the same the whole time.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||This system would take longer to set up.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Another disadvantage would be you have to pull more rope to get it where you want it to go.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||The effort is going up which makes it harder.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You would have to pull 3 times as much on this than you would a single fixed. Also, it is easier to pull down than up.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||In a single fixed you have directional advantage, and you pull the rope as far as the load moves, but a single fixed or single movable up has no directional advantage, and you have to pull the rope 3 times as far.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to pull up. It may give you mechanical advantage, but it does not give you directional advantage so it takes just as much work.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Single fixed you can pull down, which does not give you a mechanical advantage. But you do not pull the rope farther than the load.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||This pulley system gives you a mechanical advantage the single fixed gives directional advantage.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Distance.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Another disadvantage might be that you cannot lift the load as high as you can in the single fixed because you are using more string.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to pull twice as much rope to lift the load.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||A mechanical advantage. A single fixed pulley gives you a directional advantage.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Another disadvantage might be the size of the load. 360 newtons is quite a large load to be pulling upward!",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to use less effort.",irrelevant
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||Compared to a single fixed pulley system, you would not have a directional advantage.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You do not have a directional advantage.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||You have to pull up on this pulley system. On the single fixed you get a directional advantage.",correct
"Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?||You have to pull up in this system.  In the single fixed pulley system, you get a directional advantage.||This system has a directional disadvantage and the single fixed has a mechanical disadvantage.",correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||It so it better to hike. A has more lines.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||It is more descriptive.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||So you know what part of the mountain is the easiest part to climb and it has more details.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it has more description.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it is easier to read! And there is more information on it.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it tell where you are going.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because a topographic map shows you if a place is going to be steep it also shows you what other roads or rivers to take well in other words it gives you more detail.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||To see a bird's eye view which is better view than looking from land.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it has more and more direction to go.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it need to walk a little be that is why I think she recommend to her.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it would tell you where it is more steep and the elevation and the other one will not.,correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||So they can see which is steep or not and safe.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it is a faster distance from the bottom.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because she walled know now the side where and how steep they are and elevation.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because a topographic map shows the steeps places and where is the best or dangerous place to be and the lines tell you where you are going like if you going around in circles.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||I would think A because it shows the lakes and rivers and more details of it is location. Plus it shows the symbols of what is there.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||So you would see the steep sides like 5000.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it gives better directions and trails.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||It has more details and they show other paths beside just her's.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because both the maps show the shapes of the landforms but a topographic map shows elevation and steepness.,partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Pam's friend recommend Map A because you could see the elevation, and see where things are.",correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Pam's friend recommended the topographic map because it shows the elevation of the mountain they are hiking.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||It shows the contour lines so they will know how steep the trail is. Also they will recognize the shape of the land.,correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Pam's friend recommended to use a topographic map for the hike because in a topographic map you can see the profile of something which profile is a side view.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||She would because it has more information.,partially_correct_incomplete
"Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||They recommended it so they could see the steep parts, they are route, elevation, and shape.",correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it shows more directions and ways and it shows more places and more rivers.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it is like bird's eye view and so if you look top to bottom you will see almost every detail.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||She recommended it because it informs them how many feet it increases. Also it shows you more locations so they know if they cross someplace they have gone too far.,correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Pam's friend recommended using the topographic map because you can see which side of the mountain is the steepest. That way you know where the non steep side. Also it snows rivers.,correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Pam's friend recommend using the topographic map because it has more information.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Pam's friend recommend the topographic map so she can tell which side is steeper. It also shows the elevations for the height.,correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because she will know the elevation and which side is steeper.,correct
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||Because it shows where rivers and lakes are. And it shows mountains and elevation.,partially_correct_incomplete
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||It tells you where things are.,irrelevant
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?||She recommended the topographic map because the map shows the elevations along the trail. Pam would know where the trail was the steepest.||To see the different landforms in front of them.,partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||If you take the same amount of water and weight it will measure to the same things.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I chose cup 2 because it has the same water 2 has more solute.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||The solutions have the same amount of solute, there is just more on the bottom of the cup in cup 2.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I chose A because in each cup you could put 4 spoons and it dissolved. When the fifth scoop went in it did not dissolve. The undissolved part is not part of the solution.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Once a solution is saturated it is at its highest level of concentration.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||My choice is A because it might weigh the same and they both is saturated.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because both of the cups one and 2 have the same amount of concentrations because they are both saturated.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||They are the same because once a solution is saturated it cannot go further.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I chose cup 2 because it has more solute in it.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I picked C because cup 2 has more solute than cup one.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because it has more spoons of solute but it has the same amount of water.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because there is the same amount of solvent but there is more solute in cup 2.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Each solution has same amount of water, which means they both hold the same amount of solute after saturation.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because they are both at the highest point of concentration.",correct
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because it is the same.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||It does not show how much dissolved and how much did not.",irrelevant
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because both cup one and 2 are already concentrated. Neither cup one or 2 can hold any more solvent.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because Tabby said that the solute and water were the same and I believe him and it says that they both have the same thing on the bottom clear, material on the bottom.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||It clearly states that 2 has more.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because is look like it.",irrelevant
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Same water but more scoops.",irrelevant
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because both looked alike to me.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because cup 2 have 8 spoons.",irrelevant
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I think that the answer is cup 2 because it has more spoons.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because solution 2 is more concentrate because it has more spoonfuls.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I put C because cup 2 has more spoons of solute so it would be heavier.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because cup 2 has more salt, 8 spoons and because it has more material on the bottom.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I put A because it is the same because it the same amount of water and only 2 scoops more than the other one.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||I would need to know how much stuff is at the bottom.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because they have the same amount of water but cup 2 has more spoons of solute.",irrelevant
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Both have the same because they have the same milliliters of water and they are both the same.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Cup one might have 6 spoons of solute and cup 2 has 8 spoons and both have 50 milliliters of water.",partially_correct_incomplete
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Cup one has less material on the bottom.",irrelevant
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because cup one has the same amount of water but different amount of solute.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||The solutions both have the same amount of water, but not the same amount of clear material on the bottom. So cup one wins.",contradictory
"Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.||Both solutions are saturated (as indicated by the material on the bottom) so, even though one cup has more spoonfuls of sugar, both have the same (maximum) concentration.||Because both are saturated, and if you used 6 spoons for cup 2 both cups are still saturated.",correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Grows into plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Germinates.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The embryo is the root or stem.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||It is the baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The roots are.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Leaves and roots.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||A plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The small leaves and roots.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||It betakes the pea.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The embryo is the part of the plant that grows.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||It helps the baby to eat food.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The part that grows into a plant.,correct
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The part that grows a leaf, stem.",partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Grows into a plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Embryo grows the leaves.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Stem and leaf and baby.,partially_correct_incomplete
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The leave, stem, and spout.",partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Stem.,irrelevant
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Helps root, leaves, and stem.",partially_correct_incomplete
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Leaves, stem.",partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||It is the baby seed.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Baby plant.,correct
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The whale structure includes the root, stem, and leaves.",correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The sack of food for the seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The root and stem of a plant.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Part of a seed that grows into a plant.,correct
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||Where leaves, roots or a stem grows.",correct
"The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The embryo is the part that grows into the roots, stems, and leaves.",correct
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The embryo is the whole structure.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.||The embryo contains the tiny leaves and root of the plant.||The young plant.,correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||By doing the steps that I told her.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||By the color when is changing color.",correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||The pigment will separate.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||By looking at the vinegar.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||By looking at the paper and see if it ovals.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will see the different pigments.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will know the vinegar separates the permanent ink.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||It is not the same.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||It will have different colors on it.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||By looking at it when Sarah tries it.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Because it is liquid.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will have to try it out.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Just wait for 3 minutes.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||If she sees different colored pigments.",correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She would see if there is different pigment in the color.",correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will put vinegar on the permanent ink to see if it will spread.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will not because the ink will not separate.",contradictory
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||It be better than water.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||You will see the ink spread on the paper.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||If Sarah can see what of different colors that means it worked.",correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will either see pigments or it will rise.",correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||To do chromatography test.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Because the washbowl ink will start to disappear and the permanent ink will not disappear.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||It will get blue and it will get dark or light.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Because it will not do nothing and it will not wick.",contradictory
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Because it will start to do like a mountain.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||To do chromatography tests.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She just look and see if it changes.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||The ink would separate from the paper.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will know by looking at the color and she can tell because after a while the color will start to spread.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||She will know because the ink will be going up and down.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||If she tries it.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Sarah will know if she watches it wick.",partially_correct_incomplete
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Because when you put it in it wicks.",irrelevant
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||Sarah will know if there is different colors and if the moves up.",correct
"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?||Seeing multiple colors would show that vinegar can separate the permanent ink.||If you see like colors that make the color, and even if it starts to wick.",correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||I will use carbon printing to know.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||I will know when the dogs are asleep.,irrelevant
"Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||They will look exactly the same, same size same pattern.",correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||So you can see if the bags have the same paw.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||Some dogs more cracks on their paws.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||I will by looking if the dogs have paw prints.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||Look at microscope.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||Study them both.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||If they look the same.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||By looking at the patterns.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||I tell what is he mean.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||The carbon printings will look the same.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||It is the different dog and is not the same.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||Their paw prints will be the same.,partially_correct_incomplete
"Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||They will both have either arches, loops, or whorls. That is how they will be the same.",correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||By comparing the 2 prints.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||You look real hard to see that either their toes are separated or they have print on them.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||Identify them with a magnifying glass and see if they are the same.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||If you discover if the dogs have the something is a loop arch or a whorl for the dog.,partially_correct_incomplete
"Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||The finger texture, shape.",irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||Maybe they both have arches but not in the same way.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||By telling if it is a whorl a loop or an arch.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||They came from the same kind of dogs.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||If they are the same dog.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||You can see the designs.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||You can tell if the 2 dogs' paw prints are the same if it is the same as exactly the same dog.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||No 2 prints are the same.,contradictory
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||The dog's name will be on the paper so you know which dog it came from.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||You will compare the paw prints.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||They have the same curves and shapes.,partially_correct_incomplete
"Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||If they have the same kind of arch, loop, or whorl.",correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||You would be able to try the print.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||We cannot tell if they have the same fingerprint we cannot tell if 2 have the same fingerprint.,irrelevant
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||You could scan both pieces of paper and look at the ridges and grooves in the prints.,correct
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||I would look at them to tell.,partially_correct_incomplete
Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?||Compare prints to see if the patterns are the same.||To put the tape on it and look to see if it is the same type.,correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It has to have at least one seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||I know if it is a fruit because it would have seeds in it.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||To be a fruit it must have at least one seed in it.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It has seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||In java are seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If has seed, in it the do have seeds, in it.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If it has seeds it is a plant.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||I will look at the seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It has a seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It has to have an embryo, seed count, and cotyledon.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||You have to make sure it has seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If it has seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||The rule for deciding if the part of a plant you are observing is a fruit is a fruit is not a fruit unless it has seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It case a stem I do not know.",irrelevant
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||My rule is has to be sweet.",irrelevant
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If it has seeds that is the answer to the question I think.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||I decide by looking in it and seeing a seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||By the texture the smell of the fruit and the weight.",irrelevant
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||Does it have juice.",partially_correct_incomplete
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||Because it has seeds and if it has seeds in it is a fruit.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||My rule is to make sure it has seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||My rule is that the fruit has to have a seed or seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||The part of a plant you are observing is a fruit if it has seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If it has sees it is a fruit.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If it has a seed or not.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||Does it have seeds is it covering seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||The flowers.",irrelevant
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||I know the part of the plant I am observing is a fruit because it has one or more seeds.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||If I look in it and it has seeds in it it is a fruit then if it do not have seeds then it is no a fruit.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It nest to have a seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||Because inside the plant is a seed.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It has to have a seed of it does not have no seed, it will not be a fruit.",correct
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||It is going to tell you if you have a baby plant first.",irrelevant
"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?||If a part of the plant contains seeds, that part is the fruit.||That it has seeds or not.",correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because so it can tell people to get out of the way in case of a fire.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because for the sound.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because when a house is on fire the fire people turn on their sirens.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||Would by a sound. Because it was high and low enough for someone to hear.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people can hear.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because if someone called 911 they could hear that they are coming.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So when people in cars are driving it tells them to get out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So everyone can hear it.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because the fire alarm would when a house is on fire.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people would move if it was an emergency.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So if people heard this high pitch they would know to move or get out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people would know to get out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because it is a big pitch.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people know there is an emergency.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because high pitch is louder. So everyone can hear it because there is a fire.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||It gets cars out of the way. So they can get to the fire faster.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||I think siren.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people know to move.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||To get people out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||To get people's attention.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||To warn people.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people can hear it and pull over.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||To let the people know there are trouble so they need to hurry in the traffic.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people could know to get out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||If something Bad happening to somebody.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||For the fire drill.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because the car needs to get to someplace very quick.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||They have that so people can get out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people can hear it and get out of the way. To make people get out of the way.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||To let the people and people in trouble to know.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||I think a loud volume so that people hear it not to but the siren does not sound so loud.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||To tell people to move.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||It had a high pitch to warn people.,correct
Why was the siren's sound designed to have this property?||So that people notice the sound.||Because he does not want noise.,irrelevant
Why was the siren's sound designed to have this property?||So that people notice the sound.||So people know to get out of the way.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other 2 will still light.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They will stay lit.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||Only the middle bulb will go out.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They will stay light.,correct
"Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||Well first I think it is a series, so it will be a problem.",contradictory
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other ones will work even better.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||All of them will go out.,contradictory
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They will still be burning.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They bulbs will not go out.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They will stay lit.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They will stay light.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The 2 other bulbs will run if the middle one burns out.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||Nothing will happen.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The left bulb will still be lighting because the diagram is a parallel.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||If it is a parallel circuit it will stay lit. If it is a series circuit it will not stay light.,irrelevant
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||If one goes out then the 2 will stay on.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The 2 bulbs will stay lit.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The bulbs will stay lit.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The rest stay on.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||If the middle bulb burns out the other 2 will burn out also.,contradictory
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other bulbs will stay on.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other 2 bulbs will stay running the whole time the circuit is closed.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other 2 will stay lit.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||If one burns out the rest will stay on.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other bulbs will stay on because it is a parallel circuit.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The top bulb will still light up.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The third will not burn out.,contradictory
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The other bulbs will still light.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||Nothing will happen.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||If the middle bulb burns out the 2 would burn out.,contradictory
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The bulbs do not burn out.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||It will still work.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The light will still run.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||The 2 bulbs will still be lit when it goes out.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||They will all cut off.,contradictory
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||If the middle one burns out the other will still light.,correct
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||No.,non_domain
Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?||If the middle bulb burns out the other 2 bulbs will stay lit.||I think they will not go out.,correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||More than one manipulated variable.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It has too many manipulated variables it could not give the same information.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||I think red reflected the heat away.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Maybe because they are each different types.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because one is covered and the other is not covered.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because they are different colors.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||I think it is covered more than the red one. And put does too color because is almost the same.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because the red uncovered get colder and the blue get hotter.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It would not be useful because red is uncovered and blue is covered and it is not fair.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||I think that the red covered was not in the sun.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It will not be useful, because blue is covered and the heat will be trap and red is not. So all the heat will escape from the red uncover. The red uncover will heat up slow. But blue will heat up fast.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Maybe the blue uncovered would be the same as the red or not, just to make sure.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because you would not know the readings of blue uncovered and red covered.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because both of them are different one is uncovered and another is covered.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because it will just be in the middle of hot and cold.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because.",non_domain
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because you do not have enough information to compare the data.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because it is only 2 colors.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because the red uncovered has a low temperature and blue covered has a high temperature.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because if they are different color and covered and uncovered you would get way different data.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||The red does not heat up fast as the blue covered.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It would not provide useful information because you would not know if either red covered or blue covered absorbed most heat or if red uncovered or blue uncovered absorbed most heat.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It will not be only little information and also there is not test of red covered and blue uncovered.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It would not provide useful information because you would also need to know how much the blue heated up covered to.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because then you would not know if the red covered or the blue uncovered heated up as much as the others. Because even though they are the same color the water is in a different environment. So, it would not provide useful information.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because then you would not be controlling the variables.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because it did not use all the colors so they could not find out what one heated up more.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because they have 2 variables changed lid or no lid and color are the 2 they changed.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||It would not tell the difference if blue is warmer the red or uncover heat up slower than cover.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because you are comparing 2 thing and it would not make any sense because you know black heats faster than white.",partially_correct_incomplete
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because they are the same temperature.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||I chose that because when the plastic is darker it will heat faster than a light color.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||That will not not provide useful information because you would only know blue covered red uncovered.",correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because red uncovered is smaller than the blue covered heater.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Uncovered versus covered would not help but both of each would.",irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?||When 2 variables are changed, it is impossible to determine which variable is causing what effect.||Because they are both covered.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because it look a lot like alum.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I chose it because I looked at the key below and I saw the same shape.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because they are the same shape.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because the particles in her dish, look like the ones in the box down below labeled alum.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because on the key alum is a hexagon and a hexagon in the middle with lines going from each point to the point on the hexagon inside.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I chose alum because it looks like alum and the mystery solution have the same pattern.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because you see the picture in the dish and it looks the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I looked at the crystal shape key and it looks most like alum.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because they look the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Well I look at the key below and I saw the same way it looked at the top.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because that is what it is call and we talks about that is what it is call.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because I thought it was the best answer.",non_domain
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I looked at the pictures below and one of them looked like mystery solution looked at it said alum I picked alum.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because crystals look like a small amount and have lines on the side something each crystal has its own shape.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I looked at the pictures and words and I tried to see which one matched the crystals in the circle.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because picture tips of crystal like the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because that is the picture Emily drew. Crystals have different shapes.",contradictory
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||You can see it on the pictures.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Just a wild guess.",non_domain
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because it showed what alum looks like at the bottom.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because they look the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because they look like they have the same properties.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I chose that answer, because the picture look the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because picture show the exact same thing as alum in the picture below.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because they look the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||The alum has the same pattern and it looks the same.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I chose that answer because it looks the same like the drawing in the circle.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because it shows the pictures below.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I chose that answer because when I look down the picture it look the same as the picture up there.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because the picture down below of Epsom salt has no lines or anything.",irrelevant
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because her drawing looks the same as the one in the shape key.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||The alum in the picture below is a tall hexagon the crystal in the picture above is also a tall hexagon so it led me to the conclusion that they are the same.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because alum looks like the picture above.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||Because it looks like alum but more crystals.",correct
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||I chose it because on the key it looks the same as the crystal evaporating dish.",partially_correct_incomplete
"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.||Emily's crystals are the same shape as the alum crystals shown on the key.||It looks closer than the other.",irrelevant
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because a wooden blocks, because if you drop 3 thing you can not hear all 3. But if you drop one thing you can hear better.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - If it will be soft or low or high or low the pitch will be different sound! Some will be loud or low!",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - I picked Nathaniel because he has wood only. And Sammy has plastic metal and wood.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Daniel - Because he dropped a popsicle.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - I picked Nathaniel because a wooden blocks has a low sound and Sammy wants to use blocks made of plastic, metal, and wood. And the objects will make a low sound.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because the metal and wood makes a louder sound kind of like vibration.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Nathaniel is using block because the block are bigger to drop in the chamber to play.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because it is harder than made of plastic.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because plastic, wood and metal do not sound the same.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Because what if there is only one metal item and you drop it and you hear metal.",irrelevant
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if they are the same material you would have to figure what size it was and which one it was, you would be able to tell easier if it was plastic, metal, or wood.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if it was same blocks just different sizes you would not know which sound it was so makes it harder but with Sammy idea they would be different so that is easy so Sammy.",correct
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because it is different material and it is easier and it is easier because if it was Nathaniel's it would be harder because it is the same material and it all sounds alike.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Nathaniel's because it is wood and it is different sizes.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they are not the same material.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy it would be easier because plastic is difference to wood.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammys - Because there are different sounds with Sammy's idea.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel's - Because they all sound the same.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because the plastic, metal wood might sound different!",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they are different things.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Sammy's because they are all different.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because Sammy's idea is better because Sammy is different kind of blocks and Nathaniel is just one kind of block but they are different size.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because metal is close to the same sound of the other metals.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because it is wood.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because plastic, metal, and wood have different sounds so it will be easier.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because Sammy's idea would be easier than Nathaniel's idea.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Sammy's, they are made out of different things.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - I think because his has these things wooden, blocks.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Nathaniel because, Sammy is softer, and if the plastic is too soft, it will not make a sound, and he or her will not be able to hear it.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because wood all sounds the same but different sizes. Like a big wood and small piece kind of sound the same.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because the blocks are made of different material.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because those are all different materials.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because plastic and metal make different noises than just wood.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's idea - Because using things all made of wood would be harder to discriminate.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because plastic, metal, and wood has different sounds and just wood would make the same sound.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if you used blocks made of plastic metal and wood because it would make a differing noise so it would be easier to know.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if you have different objects for different words it would make more sense.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because a big triangle block would sound the same as a little square block.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because they sound different.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because wood blocks of different shapes and sizes would sound the same so Sammy's is better.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because you could get down easy.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because it is all the same thing.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because you need difference thing.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because you know that metal and wood and plastic is better than Nathaniel.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because Nathaniel is not the same sizes and Sammy's will.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - I think that it would be easier to to tell apart plastic metal, and wood because metal makes a metallic sound plastic makes a clicky sound and wood blocks make a bangy sound.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - The all wood would just sound the same.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Why I think Sammy's idea is better because you can tell if you drop metal in the.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy's method because if we use wood blocks of different sizes then some of the block could sound the same and wood, metal, plastic sound different.",correct
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because Nathaniel wants to put blocks of different sizes and it will make a different sound by the length.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy's idea would be much more easier because if you did it with shapes and sizes it would be hard to hear.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Nathaniel's idea would not work because it is the same material, wood that would make the same sound. Sammy's idea would work because there is different materials.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because metal, wood and plastic make different sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because Sammy's idea uses different materials with different sounds. But Nathaniel uses the same materials with the same sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because plastic, metal, and wood is different.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy's idea is easier because if they are using different materials and Nathaniel's idea is only using wood, then you can not really tell them apart even if they are different sizes.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because the materials he mentioned were all different. So if they are all different you can tell the difference between them.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if it were all the same material it would all sound the same but Sammy used different materials to make things sound different.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they all do not sound the same.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because a material has a sound. Like cardboard makes a thump and metal makes a ring. So since Sammy has different material, we could discriminate thing easier.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy because wooden blocks will make the same sound and Sammy's code will work because plastic, metal and wood will not make the same sound.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because Sammy's method uses different kinds of blocks and it is easy to discriminate things made of different things than discriminate things all made of one thing.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - One is made out of wood and the different material.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because metal makes a very loud sound.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - I thought Sammy's idea was easier because different sizes and shapes is harder.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they are made out of different stuff.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they are different things so you can tell what they are because they are different and just wood kind of makes the same sound.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - I think, Sammy because it has different materials and different sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy got metal stuff.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - I chose Sammy because you can tell the difference of plastic metal blocks of wood.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy is easier to tell the difference because it made it out of different thing.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if you put just wood stuff you will not be able to tell what it is.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - It is Sammy.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because bigger stuff wood blocks.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because the thing will be big or small.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they are all different kinds of material.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they all are different sound with Sammy but Nathaniel make all the same sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Because Sammy used lots of different objects, plastic, metal, wood, Nathaniel thinks you should use the same object, just different shapes.",irrelevant
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because it is all kinds of stuff and Nathaniel is all wood it is hard to tell.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy's is easier because Sammy's idea has metal, plastic, and wood so it would be easier to discriminate the properties of the objects.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because plastic, metal, and wood are different materials. And Nathaniel's code would be harder.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because they are all different shapes and sizes so they are easier to discriminate.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because the blocks are made of different things instead of just wood and wood sounds the same.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because Sammy has all different things. And it is easy to discriminate.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they to are not the same sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Both - Because wooden blocks are just like Sammy's blocks.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they all sound different and blocks sound the same.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because Sammy idea is right different sounds is different thing and makes the other person do not know it.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - I choose Sammy's because the sounds sound different.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - I think Sammy is better because it make a really hard code. Nathaniel does not makes a hard code.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - If you do not know what the thing then you need.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because he uses a lot of different items.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because you can tell the difference of metal, plastic, and wood. You know it is ding for metal and bom for plastic and hock for wood.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - I choose Nathaniel because his idea sounds better than Sammy's because using other kinds of block might be a bad idea.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Sammy's method is easier because plastic, metal, and wood sound different and Nathaniel's method is not that easy because she is using wood and sound the same.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because if you know the sound that you hear it before.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy will make it easier because you can tell the sound of blocks and the sound of metal.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because when you drop something in the drop chamber it will be making sound.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Sammy's idea is much easier because the method is made of metal, wood, plastic. But Nathaniel is all wood, even though the shapes are different it would be the same sound and will be complicated for Sammy to guess. So I think Sammy's idea is much easier.",correct
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because if you use wooden blocks, then it all sound the same and it is difficult to tell which is which.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy's - Because you are going to hear the difference easier.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because it would be easier to use different shapes and sizes to detect sounds.",contradictory
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because with this method you can get used to sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because they are different and different material.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because he wanted to use plastic, metal, and wood.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Sammy - Because you could know what is the difference of sounds.",partially_correct_incomplete
"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?||Sammy's. Different materials would make very different sounds. Different size wood would make very similar sounds.||Nathaniel - Because wood is one material wood, plastic and other materials.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because a piece of foil is not steel.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes, because it is made of some kind of metal and it can conduct electricity.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes the electrical well go through it is some kind of steel or iron.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because it lets electricity flow through.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes it is metal.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because it is a conductor.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because that object can hold electricity throughout.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No, because it is not made out of metal.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because it has iron in it.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes and no it has to have iron in it.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes you can because it has metal conductors have to have metal in them to work.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because aluminum is a type of metal.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes you can because it does have metal in it.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No because it will not let electricity flow and it is not metal.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes you can because it is a conductor.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes, because it has a little bit of metal in it.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes you could because electricity could go through aluminum foil.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes you could because the aluminum foil will go through the circuit.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because foil can very well convert electricity.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No, because it does not have electricity in it.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes you could because it is a type of a conductor.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes, because electricity can go through foil.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No, if you use aluminum foil it still will not work.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No you need a wire to make the connection.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||You can try, but I think it would not work.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No, because aluminum foil still does not have a path of electricity.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because aluminum foil is different than string and foil is metal.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No, because aluminum is just like paper and paper cannot light up things either.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||No, because it is not big enough.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes why because aluminum is foil and foil is metal.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes, because the electricity can flow through aluminum.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes, you can. That is because aluminum is a conductor of electricity.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes. Because aluminum foil is good conductor.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Yes because aluminum foil is a conductor.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||Why not it will not work because aluminum foil do not have no wire to go through.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?||Yes, aluminum foil is a metal and all metals conduct. The aluminum foil would complete the circuit.||You can use a piece of aluminum foil because it will connection.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where she threw the ball.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where you throw the ball from.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Throwing the ball from the same line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The size, mass, and whether or not they take a running start, stay in front of the line or 2 step start.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where they throw their ball from.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They controlled where they throw their ball.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where they threw.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||That they all threw their ball at the same place.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The girls controlled the basketball and baseball. Also a football.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They all used a ball.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where they let go of the ball.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||How far the balls went in the field.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They had to throw at a line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They all threw the ball at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where they threw it from.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where they threw their ball from.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The variable the girls controlled was the way they threw the ball.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They controlled the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The variable they controlled was bringing their own balls.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where the place they had to throw the ball from.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The controlled the line where they were going to throw the ball.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Throwing the ball.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The balls.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||She controlled her energy to throw more.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||How they stood in the line, and how far they are.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They threw the balls.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||They all threw the ball at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The way they stand at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||How far the ball goes behind the line.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||How high it will go.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Staying at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Kinds of balls.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||The lines.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?||The launch position (line on the playground) is the variable that is controlled.||Where they threw the ball.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because there is a 10 centimeters on the graph and put 10 centimeters with one and it will change because it is bigger and more space to store more heat.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||It made me think but I had to choose 6 degrees Celsius. I picked between 3 and 9.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I just went halfway into 3 and 9 which were the 10 and 30 centimeters temperature at 10 minutes. But since 20 centimeters was 10 centimeters away from 20 and 30 so I went halfway into 3 and 9 and it was 6 because 6 is 3 spaces away from 3 and 9.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||It will have the same materials like the other containers.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I used subtracting the B from A.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||10 Celsius because I will think it would be much in the middle of 10 centimeters and 30 centimeters so that is why I picked 10 Celsius.",contradictory
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because X 10 minute with 2 Y.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I think that it would be 10 Celsius that is changed.",contradictory
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because on 10 centimeters is 3 and on 30 centimeters is 9 so in the middle of it is 6.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||By using the graph it is saying that 12 Celsius is in the middle.",contradictory
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because 20 centimeters is in the middle 10 centimeters and 30 centimeters so I guessed in between.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||If the container is 20 centimeters in width the temperature should be between the 10 centimeters container and the 30 centimeters container.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I think the temperature for the new container is smaller, because one is smaller.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I think it would be 10 Celsius because it will take the container less time to get hot.",contradictory
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||The new container would be in the middle of A and B. The temperature would have to be something in between 3 Celsius and 9 Celsius.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Change the container ever 20 minutes.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||It will change because it could be it could change different places.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I just times it by how it is or just the way it is.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because it went by 3 and that is why I pick that number.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Is by the between of 3 Celsius and 9 Celsius 6 Celsius so I looked at 10 and that is how I decided.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because I looked at my graph to tell what it would be.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because I looked at 10 centimeters and looked at 10 minutes and then I thought what was half of 3 and that is how I got my answer.",contradictory
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I chose 6 Celsius because you would be counting by 3's if there was a 20 centimeters long, because the length of each container was counting by 10's.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I decided it by saying to myself, Well 20 centimeters is in between 10 centimeters and 30 centimeters so I will make the temperature in between.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Well, 20 centimeters long is in between water heaters A and B, so I looked at their heating temperature between the 2 at 10 minutes then I would estimate what that middle number would be. And it is 6 Celsius.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I added A and B 10 minutes and divided the sum by 2 and got the average.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I decided that temperature because a 20 centimeters water heater would probably half of what it is.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because table is going in a pattern on the 10 minute mark.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because if you think of it it will be what you are looking for.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I decided it would be 6 Celsius for 10 minutes because it is counting by 3's. Also because the bigger it gets the hotter it would be.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||Because it has the size between 10 centimeters and 3 centimeters and if you look at the table the temperature should be the middle.",correct
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||The one that is 20 centimeters longer will not get as hot. Because it is longer. Because the longer it is the more time it takes.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I decided what the temperature was going to be because if you look at 10 minutes it will look like its going up by 3's.",irrelevant
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I decide that the temperature is going to be less.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||It would be less because it will be smaller than the other solar heater except the 10 centimeters one.",partially_correct_incomplete
"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?||20 centimeters size is between 10 and 30 centimeters, so the temperature change must be less than the 30 centimeters container, but more than the 10 centimeters container. 6 degrees Celsius is halfway between.||I think the new temperature change would be 6 because I look at it it looks like it adding by 3 so that I would think would be the temperature change.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because one has more water.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because they do not say how much spoons are in there and 250 milliliters is more concentrated.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No. Because one has more water.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because it has to be equal.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because one has more water.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No they do not because they are not the same amount of water and it will not equal the same.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes, because if you get the same amount of water from each then weighed it they would measure up to the same amount.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because there is less room for the solute to spread out in Mariella's solution. The material at the bottom is not part of the solution.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes because they both have the same amount of solid.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because they have the same solid but different amounts of water.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes, the solutions have the same concentration because, using the same solute and water, there is a saturation point per milliliters of water and they have both reached the saturation point, they are saturated and cannot become any more concentrated, so they are both equally concentrated.",correct
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, they do not because Richard put more water which will make it less concentrated.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No. I think that Mariella's saturated solution is more concentrated because it has more solid.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because one has more water which will make the solution heavier than the other.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes because if they are saturated, then the stuff on bottom went to waste and the waters are holding the same number of water and solid except for the stuff on the bottom. Take that stuff out then they both have the same concentration.",correct
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because the 100 milliliters of water is more concentrated because it has less solvent and 250 milliliters of water has more solvent.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because if you had Kool-aid the one with more water will give the powder more space to dissolve, but the one with less water will saturate because there is less space for the powder to dissolve.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes because they both cannot hold any more solid.",correct
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes. They are both saturated which means they are also concentrated.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No. Why because one has 3 spoons of salt in it and 2 has 4 spoons of salt in it that is why it is more solution.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because it might be a different amount of the solid in it.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||I think yes because it does not matter how much whatever you put in it and they put the same amount of stuff.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes, because if you take out the same amount of water out of each solution and put them on a balance then they will weigh the same. Only a certain amount of water can hold a certain amount of salt.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No it does not because the 250 is more than 100.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes because if you take out a certain amount of water out of each of them and weigh them and they will weigh the same.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, the one with 100 milliliters of water is more concentrated because the solid has less room.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because Richard has more water than Mariella and Mariella only has 100 milliliters of water. And it is more crowded with 100 milliliters of water.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because Richard has more concentration space than Mariella because he has more water which means less saturation room.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes, because they are both saturated and if they add more it will just become more saturated.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes. Because they both put sort of the same amount of water into the cup and so they both have the same concentration.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because Mariella's solution had more water.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||Yes there is the same amount of solution.",partially_correct_incomplete
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No, because if they did then both the water would be the same.",contradictory
"Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.||Yes. If both solutions are saturated (and at the same temperature), the solutions will both have the same concentration. Once a solution is saturated, the solution cannot get any more concentrated.||No because Richard has way more solution than Mariella so it is not the same amount.",contradictory
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She can do a scratch test and see which one is harder.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch one against the other.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||By scratching them.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rubbing them together.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch them together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch them against each other.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Use her fingernail.,irrelevant
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||A rock scratch.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Use your fingernail.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch the 2 together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch one against the other.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She can use her nail and penny.,irrelevant
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch them together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Georgia could rub them together.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch them together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch the minerals together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||From scratching with another minerals.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She can scratch them together and the one with the mark is the soft one.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She can scratch it together and look and see which leave a scratch.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She could rub them together.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Georgia could rub them together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She could rub them together.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Scratch the 2 rocks together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||By rubbing them together and touching them.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||With her nail.,irrelevant
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together.,partially_correct_incomplete
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rubbing them together.,partially_correct_incomplete
"Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||She can rub them together and switch, if there is a mark on it and it goes away, it is hard.",correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together to see if scratch the other.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together.,partially_correct_incomplete
"Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together, see which will scratch the other.",correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together and see if you can scratch it harder.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them together and see if one scratches the other.,correct
Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?||Rub the minerals together and see which one scratches the other.||Rub them to see if one scratches the other.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The were like feathers they were tiny little overlapping squares.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||It look like feathers.,irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Looks like salt that has fizz on in it.,irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They were squares with Xs.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The salt crystals shape is a square.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Square with X in it.,correct
"Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They are white, sparkly, if you put 5 or 10 together you can make a pile.",irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||It is a square with little Xs on it.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Squares with Xs in the middle.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They would be a square with a X on it.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||A box and in X in the box.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||4 squares one X.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||If I put saltwater in a dish it evaporate over heat and turns to salt crystals.,irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Organized cubes with X.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||With Xs.,partially_correct_incomplete
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The salt crystals leaves a Xs.,partially_correct_incomplete
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||It was while you could see through square.,irrelevant
"Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They all look the same, but some of them look different and then really small.",irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||It is shaped like a diamond and it looks like a diamond.,irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Squares with the Xs on them.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Square has X on it little X.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They are like little boxes with Xs on them.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They are squared with Xs in them.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They are squares with Xs in them.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The salt was made of crystals because crystals have Xs.,partially_correct_incomplete
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||It is a square and Xs on it.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The salt crystals has Xs in the middle of the square.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The salt crystal is a square shape with a X in the middle.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||Is just tiny and big because of crystals.,irrelevant
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||I do not know.,non_domain
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||I do not know.,non_domain
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They have a square with a X in it.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||It is shaped as square and has an X in the middle.,correct
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||They have X in them.,partially_correct_incomplete
Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.||The salt crystals are squares with Xs on top.||The salt has the letter X.,partially_correct_incomplete
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To make sound.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To make noise.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Another function is to protect.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To make sounds.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To protect.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||It is to work and the abdomen?",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Their soft body.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||The jaw.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To fly.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Horn.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Protection.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To help make the strangulating sound.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Protecting the thorax.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To help strangulate.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Making a sound.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Another function is to strangulate or make noises.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Strangulating.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||The hard black wing set.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Abdomen.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Another function of the elytra is to fly.",partially_correct_incomplete
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To make noise with wings.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Another function for elytra is abdomen.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Thorax abdomen.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Their wings.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Hard skin.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||The elytra flies. It makes a sound.",correct
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||When the Bess beetles are crawling in the wood they need something hard to protect itself.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Another function is the horn.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||It scares other animals away.",partially_correct_incomplete
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To fly.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||For protecting inner parts while going through small areas.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||To protect itself.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||Another function is to protect the abdomen.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||The elytra also protects the Bess beetle if it falls on its back.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||It covers the wings.",irrelevant
"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?||The elytra are used to make sounds.||The elytra makes sounds. Example danger, Example did you have a good day.",correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He could not because the 2 wires need to be touching.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can use the circuit by touching the wires to the object.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||To see if the energy goes through it or not to make a circuit.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Lee can touch the wire hangout and the meter will ran.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||The wire have to be together so it can work so if they out They cannot work.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Put the 2 wires that are off the board and put them to each end of the object. If the motor runs it is a conductor. If the motor does not run it is an insulator.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can by putting the 2 wires together.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Touch the wires together.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||You can touch one wire on one end and the other on the other side to see if it will run or not.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He could get a piece of metal or iron and put it between the 2 wires and turn the switch on or you could put the 2 wires together and turn the switch on.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||By putting the object on the 2 wires.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can put all the wires together to make a circle and have that run.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||You can touch those 2 wires together to contract electricity.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Lee can put the object in the middle of the wires hanging down. Then you put the wires against the sides of the object.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||It will work.,irrelevant
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||By putting the wires together.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He could get a light bulb and try it out or he could get another battery.,irrelevant
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||You can turn it on.,irrelevant
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||By connecting 2 wires together.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can use the circuit by seeing if the object does anything if it works it is a conductor if it does not then it is an insulator.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Connect the 2 wires to a light bulb.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can use the circuit to see if it will start to work.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can put the 2 wires at the bottom of the picture together and the things will start to move.,contradictory
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can use the circuit to test the object because all he needs to do is put the ends of wire together.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can use the circuit to test the object because the circuit will help the thing do what it is supposed to do.,irrelevant
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can use it by putting it to an object and see if the meter will run.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Start putting the wires on something and see if the motor will go put it to a metal and it might make the motor go.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||The 2 wires from the switch board and the D-cell. You take the wires and put them up to something and if the motor run it conducts electricity.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||He can put the 2 wires that are connected to the circuit and put it touching something.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||You have to put the object between the 2 wires.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Lee can test some things on this objects and see if it works.,partially_correct_incomplete
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||Put it on something metal or a screw or a desk.,irrelevant
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||You can put it between the 2 wires if it makes the motor work but if it does not then it is an insulator.,correct
Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||She can put the wire to the other half of the D-cell and the switch and make it work.,partially_correct_incomplete
"Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.||Lee should put one of the loose wires on one part of the object and the other loose wire on another part of the object and see if the object completes the circuit.||To run the motor use metal, but fabric will not work on it.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||Carbon Dioxide carbon dioxide.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||There is sugar in the mixture.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The chemical reaction indicates that it has a lot of sugar in it.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that there is acid.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The chemical reaction indicates sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The food has sugar in it.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||Chemical reaction means it has what you are looking for, sugar, acid, fat.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That it contains sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That the food she tested did contain sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||This chemical indicates sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It had acid.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that sugar is in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that there is sugar in that food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that sugar is in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||This means that there was acid and or sugar in the product.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that it has food in it.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates there is sugar in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that there is sugar in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates a sugar test to see how much sugar there is.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It probably has a lot of acid.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates carbon dioxide.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That is has a lot of acid and vitamin C.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That there is sugar in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That it has a lot of acid and sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The reaction indicates that it has carbon dioxide.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The chemical reaction indicates sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That there is acid present yeast indicates sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That the food had sugar in it and carbon dioxide.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates that the it has acid in it.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The reaction indicates that yeast contains acid.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The she tested sugar and it also indicates that the water was too hot.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The chemical indicated carbon dioxide and sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||It indicates how much sugar there is.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||The chemical reaction indicates how much sugar is in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||That the food she tested had a lot of sugar and because she probably put sugar in it.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?||The food contains sugar.||This chemical reaction indicates that there is sugar presence in the sample of the food.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It will not get light because the negative is getting to the motor.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It will not light because one wire has to go in one side and one wire has to go in the other.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||There is not 2 wires for each little clip. There needs to be one coming from one clip and another coming from the other clip.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The bulb will not light because one of the wires have to touch the other clip.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because the electricity is going to the motor.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The bulb will not light because there is not enough electricity.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It will not because there has to be a wire in each wire holder.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The cord from the battery is not on both sides.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because the bulb will not have enough energy because of the light bulb.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because the positive wire is taking the energy right away.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because, the electricity goes through the wrong way the second time.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||There are 2 wires that should not be there the motor wires.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It going in a coil.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The wires are not even.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It is not connected properly because the wires are not connected properly on the motor.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The bulb will no because the other wire is not connected.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||There is not enough energy.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The battery does not have enough power or the power is not getting to the bulb.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The motor is not running.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It will not light because when the electricity cannot flow through the wires.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The bulb will not light up because they are all not connected and this does not make a circuit.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because it is not in a circle.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It is in both the same circuit.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The light bulb needs both plus and minus to be on different parts of the holder.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It is not connected.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||More power goes to the motor.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The wires are not connecting to the bulb.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The bulb will not light because the positive and negative wires are hooked on the same hook.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It does not work because the wire are not propel on the spring thing.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Yes even though it is not a complete circuit.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||No because both wires are on both place.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Some of the wires are disconnect.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||It will not light because the bulbs wires are not connected to both sockets.",correct
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because the motor got all the power.",irrelevant
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||Because one side is hooked to the motor.",partially_correct_incomplete
"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?||The circuit does not include both contact points on the bulb holder, so the electricity can not go through the bulb.||The bulb will not work because the negative and the positive cannot go in the same way.",partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes because there is enough power for it to work but it will be bright and it is a parallel circuit.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No she cannot. Why is because she only has one switch and she has to have 2 for both to work.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No. She cannot because the switch has to be in front of the negative sign.,partially_correct_incomplete
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No, because the switch can only complete one circuit at a time.",correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes. Because it is a parallel circuit and they can both run well.,contradictory
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No. The switch can only be hooked on one side at one time, unless you scooted the wires to the middle and hooked them up together.",correct
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No, It is not a complete circuit.",correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because she need a wire and a switch.,partially_correct_incomplete
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No, she cannot because the switch can only go one way and make a complete circuit.",correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No! The switch cannot be left and right at the same time.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No she cannot. She would have to turn the switch like this sideways Because there is a gap if you turn it left or right.,partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because the negative on the side for the bulb might have to have the energy from the motor going in and it will go back and forth.,partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because the light bulb will flicker and the motor will keep going until she turns the switch off.,partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because it cannot make a complete circuit going each way.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes because the motor is sending the energy back to the light bulb and back.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes. She could put 2 wires on the switch to the other wires.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes because the battery has enough power to run both unless the switch is on.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because the switch cannot go 2 ways at once.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes. But all will have to be together.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No she cannot because she only has one switch.,partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes because all she has to do is put the motor and the light bulb on the same wire and put the switch in the middle.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||She can do it but it would have to be a parallel circuit.,contradictory
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes, we all tried it in class and it worked.",contradictory
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes, because the wires are connected to both items.",contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes she can because the flow will go all the way to the source.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Well she could try the light would not work as strong as the motor.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No she would need 2 switches.,partially_correct_incomplete
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No, she would have to have 2 switches.",partially_correct_incomplete
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes, because the flow of electricity will go to the light and then to the motor.",contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because she can only turn the switch to the light bulb or the motor.,correct
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No, because there is not going to be a closed circuit on both sides.",correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No Because she can turn one on at a time.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||No because the D-cell in the middle.,partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||Yes she can. Because that is how you have to do it.,contradictory
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?||No. Only one circuit can be complete at a time.||She can run both at the same time because, if it is going to the negative and to the positive and all the components are set up correctly in the right way it will work.",contradictory
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. The black box will get hotter than the white because the black box can hold more heat.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black is a dark color and it absorb heats faster than the white. White reflect so heats up slower.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black absorbs much more heat of the sun and white reflects the heat of the sun.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. The black box will collect more heat, because it is black. Black absorbs light from the sun. White reflects light from the light.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. I pick yes because that black do heat fast than white. Darker color heat faster and more hot air.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because dark colors like black contract heat but light colors like white do not.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||No. Because her data does not have enough information to support her prediction.",contradictory
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because when someone is going to ask her what data support what is she going to say.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black absorbs heat and white does not absorb heat.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Black box. Because the black box absorb sunlight and that is why the black box is much more hotter than the white one.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Black is hotter than the white box because black gets hotter fast.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because the black one will get hotter than the white one.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Yes because black absorbs the heat and traps it, and white just reflects the sun. So her prediction is right.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black absorbs heat faster than any type of color.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because of the heat like black box is more hotter than the white one because of the color.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. It will support Amber's prediction because black is covered and it attracts more solar heat.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black attracts heat. So it will heat up faster.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because the sun hits the boxes and the inside gets really warm. So the thermometer will show the temp.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. The black absorbs heat and energy, plus, the container is closed so the heat would be trapped inside.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black heats up faster than white. Because black is a darker and the white is lighter.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||No. The data will not support her answer because all it says are the materials and what she is going to do.",contradictory
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because anything black will absorb the heat, and the heat will make the box hotter every 5 minutes that she checks. But if she was talking about the white box the answer would be no because white does not absorb heat like black does, it just makes it even cooler than hotter. So the answer is Yes!",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. The black box will heat up faster than the white because the black box is darker than the white box so the white box reflects the heat and the black box collects the heat.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Yes, because she did all the steps she got 2 boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole and put the boxes in the sun and recorded the temperature in each box.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Yes it will because your prediction is based off of what you know and to have data to refer back to you probably will have a more accurate answer.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. The black box absorbs the heat, then releases slowly meaning it is hotter because the white box reflects the heat.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Well, black attracts to the sun more than white does so the black box is going to get hotter.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black heats up faster and white reflects.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Since the box is black, black attracts or absorbs heat faster, the other box is white which reflects more sunlight than absorbing it.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because the box is black and the heat goes faster than white.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. If she wanted to heat up a box it would be the black one because a dark color takes the heat faster than the white one because white is brighter than black.",partially_correct_incomplete
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. The black covered one is going to get hotter because black absorbs heat and white reflects the heat.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Yes because light colors will reflect the sun and black or darker colors will absorb the sun and if light or white colors reflect the sun then it will not get as much heat as the black or light colors.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. Because black always heats faster than white and white reflects the heat from the sun.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. I know that black materials or plastic or just black will absorb the heat more and white reflects the heat or light back. Also black heats faster and more.",correct
"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.||Yes. Black absorbs more heat (energy) than white. White reflects more heat (energy) than black. Therefore the black covered box will heat up faster than the white covered box.||Yes. I say yes because she will measure each box and she is going to take it cold and hot so one is going to be up and one other is going to go down.",partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will not work.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||Only the light will light.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||Nothing will happen.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will light up.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||It is going to stop.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light will come on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The bulb will light.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||Nothing.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The bulb will come on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The motor will run.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will lit.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||It will not work.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||It will turn on.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The motor will run.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will cut on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||I will start the motor and light.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||When she moves the switch to the left the light bulb will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The energy will keep flowing.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||If she moves the switch to the left everything will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The bulb will light.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The motor and light will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light and motor goes on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||Only the light bulb will light.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||If she moves the switch left the motor will not start and the light will not light up.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb would light up.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||The light bulb will work and the motor will work.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||It would be a series.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||Both of the receivers will light.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||It will go off.,contradictory
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?||The bulb will light.||When the switch moves to the left, it will work.",irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||A 2 boat.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||3.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||To is boat.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Going up 5 marbles each time he put them in.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||56.1 equals average.,irrelevant
"Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Large paper cup, marble mass.",irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||He measured to see how far the boat sank when different numbers of marbles were added.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The standard was that he used marbles.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Jack's standard is using marbles instead of pennies.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||There is no standard.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The standard is 0 marbles and 0 the boat sank.,correct
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The cup that did not hold anything.,correct
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||I think 8.5.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||5 marbles amount it sank 3.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The standard is the 0 one.,correct
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||A large paper cup with labels.,irrelevant
"Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||0 Marbles, amount boat sank.",partially_correct_incomplete
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||0 marbles.,partially_correct_incomplete
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||How many pennies boat sank.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The amount of marbles.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||He had a standard for 5 marbles 3 boat sank.,contradictory
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||0 marbles.,partially_correct_incomplete
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The number of marbles.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Size of boat.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||0 marbles.,partially_correct_incomplete
"Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||0 marbles, amount boat sank.",partially_correct_incomplete
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||He is getting marbles and putting it in a cup.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||It is an a controlled experiment.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Jack's experiment was to see how many marbles he could fit in the cup before sinking.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Jack changed the number of marbles.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The boat with no marbles is the standard.,correct
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Jack changed probably was the amount of water.,irrelevant
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||Jack's standard was the lifeboat.,partially_correct_incomplete
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||The standard is the first lifeboat he made.,partially_correct_incomplete
Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.||The boat with 0 marbles is the standard in this experiment.||He did not complete all the standards.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They could use grams to weigh them.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use mass pieces.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They could both use the metric unit grams.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should use the same marbles.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should use the same marbles.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use little marbles.,irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||35 grams to a glass case, 60 grams to a big book.",irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They could redo it to see if they weighed the right mass.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use gram or standard unit of measurement.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should use grams instead.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should use a standard unit.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use a standard unit like grams.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Because they weighed different but the same answer.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||If Jin's and Bee's groups can use a balance beam.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Always use grams to know who much it weighs.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should use a standard measurement to weigh the apple.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They can use grams.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use the same stuff.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Weighed the apple again.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Zero out the balance.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use a standard like a gram.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Get the same size apples.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||To use a ruler to see if the 2 apples are different.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use same sized marbles.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||I think they both did it wrong because we measured it and it was 150.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They could weigh it.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should be with a balance.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Maybe because the marbles are different sizes.,irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use grams, use standard.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use a standard, grams.",correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||They should use grams to weigh the apple.,correct
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use same size marbles.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use the same marbles.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Use mass pieces.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||Get the same size.,irrelevant
2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?||Use a standard unit of mass like grams.||One group could use an apple then when they are done the other group could use it.,irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because if you make them flatter it might take a while but if you make it steeper it might be easier.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||If you use a bigger hole more water come out at once like a raging river, if the slope is steeper the water will push through the earth material faster.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because they both are stronger, flows harder and flows faster than the rest.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||The happen when you do the experiment.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||I chose these choices because the bigger hole would work because more water would make earth material wear away faster. I think the slope flatter the water would come down really fast.",contradictory
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because there all can go steeper.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||I think these will cause more erosion because with a bigger hole more water and with the slope steeper more faster.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because I saw it.",non_domain
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because too much water comes and because it needs to be steeper so not much water comes.",contradictory
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because if we use a source with a bigger hole it will drop faster and makes it slope steeper.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because slope because make thing steeper and.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||The water pressure will be harder, so if that happens it will create a bigger canyon and delta. Erosion.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||I chose source with a bigger hole and make the slope steeper because the hole would make the water come out more with water to make slope steeper because so the water will get more speed and to make more erosion.",correct
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because when you use a bigger whole the canyon is deeper and when you have a slope all the water forms a canyon.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||If you make a bigger hole then the water will be faster and erosion will too. And if you make the slope steeper then the erosion will become bigger and wider.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because we did not experiment like that and it worked it did the same thing we marked.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||I chose the ones I did because you the water to flow not slower.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Why a bigger hole makes more erosion is because there is more water coming at once. The reason to make the slop steeper is so the water will go much faster.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||More water can cause more erosion because so much water is flowing through at a time. Also a steeper slope because the water will flow a lot faster.",correct
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Steep slopes can have landslides, faster water can gush. To be a flood plus massively erode.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||If you use a water source with a bigger hole, more water will come out which will cause erosion. If you make the slope steeper, the water will run down faster.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||The erosion will happen faster because the flow of the water is stronger and faster so the material will be worn down more.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||I choose water source with a bigger hole because the more water the more momentum to destroy. I chose a slope because the water will travel fast.",correct
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||A bigger water hole would allow more water to come through faster. Making the slope steeper and water would run through faster.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||More water will make it faster to erode, a steeper hill will make it go faster down hill.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Well, they change the way erosion goes faster or lower and if it slides or not.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||My house because more erosion because it is a greater mass.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||So everything would happen quicker and better.",irrelevant
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||My choices cause more erosion because with a bigger hole more water comes out faster and when the slope is steeper the water goes down faster and very powerfully.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||My choice increases water speed and the faster something is going the more it can hold.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Because the more water going at a faster pace because of the slopes will cause more erosion because gravity will help slope.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||If the hole is bigger that will cause a flood. More water the more velocity causing more erosion. Also if make the slope steeper that will cause the velocity to be greater causing more erosion.",correct
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||My choices cause more erosion because if you have a bigger hole more water can pour through and if the slope is steeper water will come down harder.",partially_correct_incomplete
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||They cause more erosion because there is more water flowing out the hole making a flood and when it is elevated it makes the water move faster moving more sediment.",correct
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||Making a bigger hole causes more water which makes it flow faster causing more erosion. Also having a steep slope makes water flow faster causing more erosion.",correct
"Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.||A bigger hole puts more water in the stream. Increased flow moves more earth materials, increasing erosion. A steeper slope makes the water flow faster. Faster flow moves more earth materials, increasing erosion.||A bigger for the water's source and cause erosion because there is more water than usual. Then if you have a steeper slope it will cause the water to flow faster than usual.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose because that is the answer.",irrelevant
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because 2 sponges is too much.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||It depends on the power of the magnets.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because the force field might be big enough to go through both foam blocks but it might not be.",correct
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||In example A the magnets stuck. But example B it has 2 blocks and it does not matter if it is thick or thin.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose that answer because the foam blocks are too thick for the magnet to attract each other.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I choose that answer because in the picture the magnets look like they will fall to the ground but the magnets are still connected. So I think the magnets will fall.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||It depends how strong the magnets are or how big the magnetic force is.",correct
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||It will not stick because the magnets force field is not strong enough.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because it is far away and I do not know how big the energy field is.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because the 2 foam blocks are too thick.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because the foam will be too thick with 2.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||It depends on how big or thick the sponge is. It also depends on how strong the magnets are.",correct
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because the magnets are too far away from each other and they fall.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||The foam blocks are too thick so they will not work.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||It might stick because the magnets are strong or it might not because the foam could be too thick.",correct
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because the magnets have a magnetic field surrounding them.",irrelevant
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||The foam blocks are too thick, the magnetic force cannot go through.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Magnets only have such a big magnetic field.",irrelevant
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because 2 foam blocks are a lot thicker for the magnetic field to get through.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because a magnet has a field around it and if it is too big that the field cannot reach the other magnet.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||It is too thick.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I said the magnets will stick because magnets have really strong magnetic fields and those really strong magnetic fields so they can go through 2 foam blocks.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose that answer because 2 foam blocks too much for the magnet.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because it is has 2 sponges.",irrelevant
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose that answer because the gap between the 2 magnets is too big.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose this answer because there is too many foam blocks between the 2 magnets.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose that answer because the 2 foam blocks are so thick that the magnetism cannot get through them.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||The foam blocks are thick so the magnetism will not be able to go through.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Because here I tried this with my reading book and it is thinner or it did not stick.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||The magnets will not stick because 2 foam blocks have more space than one.",contradictory
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose this answer because it could be blocked or it could be attracted.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Depends on how powerful the magnets are.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose C. It might stick, but it might not because it depends on how strong the magnet is.",correct
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||Magnetism is strong.",partially_correct_incomplete
"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.||You can not tell because we do not know the strength of the magnets. If the magnets are weak, the second piece of foam might put too much distance between the 2 magnets for the interaction to hold the magnets in place. If the magnets are strong the magnets might stay in place.||I chose that answer because whether it sticks or not depends on how powerful the magnets are.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One has it one way and the other one the different way.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One facing the other way.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are different thumbs of people.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||Is not the same.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||The 2 loops is pointing in different directions.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are facing different ways.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||Some are loop, arch, whorled.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One is going left the other is going right.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One loop is on the left, the other loop is on the right.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||The loops go in different directions.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One loop is coming from the left and the other one the right.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They have different shapes.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One is left the other is right.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are facing different directions.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||The loops are going different ways.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are both facing a different direction.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are going different directions.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One loop goes left and the other goes right.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One is going left and the same.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||Because they are the same and they are loop.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||The first finger look thinner than the 2 one.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are not in the same place.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||A has its loop on the left and right.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||Answer and questions.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||Loop are facing different direction.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They go different direction.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They one are in different directions.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||The loops are coming from different sides.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are facing different ways.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One of them is darker than the other.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||One has more ridges.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are facing different ways.",correct
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||They are flipped around.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||On the first one the middle is light and the second one is dark in the middle.",irrelevant
"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?||The loops begin at opposite sides of the print.||The first one a man print and the second kid.",irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will work because that is closing the switch.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will be a closed series.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will not work because you have to put the switch in front of the negative sign.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||That will happen because it will make a complete circuit with the motor.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because it ends at the positive so it will work.,correct
" Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It is a complete circuit and the bulb is not connected to that circuit, and the motor is.",correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It is not complete.,contradictory
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||That will happen because it is a complete circuit.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||This will happen because the switch is turning that way making a complete circuit.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Same as the light but it is switch to the other side.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because the light bulb is on the right.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because if the switch is to the right it allows energy to flow to the motor.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It got closer to the motor.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because it makes a complete circuit.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||The energy will go in the motor and go back in the positive.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||That will happen because the most energy will flow through the motor because the motor is on the right.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||That happen because the electricity is flowing around in a circle.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will happen because the energy source is flowing right.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||The motor's circuit will be completed.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||The switch will be off.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will happen because the switch moved so it turns off another thing.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will happen because it is flowing in a circle.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It is a circle.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because the energy still has a countless form of energy.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||She will make a circle.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||The switch is closer.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Power goes to the motor then to the light.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||The switch is not turned to the left.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||That will happen because there is no battery.,contradictory
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because the D-cell is not in the middle.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||That is one circuit.,correct
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||I learned it in class.,non_domain
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Moving the switch to the motor will make it run.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It will happen because it is strong.,irrelevant
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||Because you turned it off.,contradictory
 Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?||There is a complete circuit connecting the motor to the D-cell battery.||It can work if a wire is connected to the switch from the negative end.,partially_correct_incomplete
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because it sucks up the water as food for the plant and stem.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because they need roots to produce the leaves.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||It grows first to get food and nutrients.",partially_correct_incomplete
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||The root grows first because the seed needs water to grow.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because the root is the seed or the to be growing the hair.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So the seed does not die.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because it need to stay it will not grow at all.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So it can suck up water to grow.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because the roots go down to the water the leaves go towards the sun.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||To gather water for food.",partially_correct_incomplete
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||The root grows first because it needs to make food for the seed.",partially_correct_incomplete
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||When a seed germinates the root grows first to hold the plant up right.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||It comes out before the other.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So it can gather water to grow.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because that is a part of the plant.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||The root grows fruit because root always grows first.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because the root searches for the nutrients so the embryo germinates into a stem and leaves.",partially_correct_incomplete
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Root hair.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||To get water for the seed.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because it has to get the food and water.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So it can search for food.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So the root would search for water.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||The root grows first because the root suck up the water that the seed needs.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So the plant can get water.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So the seed can get out and grow.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So the flower could grow on it.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||It is because a root produces the plant.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||The roots grow first to kind of support the plant and to soak up the water.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||The reason that the root grows first is because the root is the part underground and so that is why it grows first.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||When the seed germinates the roots grow first because it somewhat help hold the plant up because it holds on to the did sort of.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because that is what a plant need to grow. The roots are the part of the plant that sucks up the water.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So the root can suck up the water.",correct
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So it can soak up food.",partially_correct_incomplete
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||So it can keep growing so it will not.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||Because it grows as late.",irrelevant
"When a seed germinates, why does the root grow first?||The root grows first so the root can take up water for the plant.||It has to suck up all the water so that it can grow.",correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It depends on if it has a slope or no slope.,irrelevant
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||A flood will make the creek overflow faster and will make more damage.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It flows faster and carries lots of birdie.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||With normal water flow there is not as much water than a flood.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The flood water rises and goes really fast picking up sand and dirt.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||Water flows with a lot more force normal water goes a lot less fast.,contradictory
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||They both create erosion.,irrelevant
"How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||During a flood the creek's volume will increase greatly, the water will run faster, and there will be mudslides, compared to normal water flow, which is constant and steady, and erodes less.",correct
"How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It will flow fast and crazy, but with a normal one it floods slow and calm.",contradictory
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water flow in a creek during a flood is different from normal water flow because the water during a flood would flow more rapidly than the normal flow.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The difference between a flooded creek and a normal creek is water level and water pressure.,correct
"How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||During a flood, the water flow is faster and heavier.",partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water goes faster and the water gets higher and it start to overflow.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water flows quickly during floods and also the water is high and normal water flows pretty calm and is not usually as high as water is during floods.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water in a chart is much higher during a flood and it goes faster.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water rises and starts getting wavy and out of hand.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||In a flood it would spread farther.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||In a flood the water flows faster than in normal water level.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||A creek usually flows slowly and floods usually flow quickly.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It flows faster because of the water current pushing the other one.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It will flow faster and might swerve off track.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The writer in the flood goes faster and more water comes out at once.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water in the creek during a flood is more capped than a normal molten. During a flood the water runs through more quickly and picks up earth materials in deposition first and takes them further. Also erosion happen more quickly.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water would flow much faster and rise above the marshes. During a normal day the water would not be moving very fast and if would not be over the marshes.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||When there is a flood the water flow is much faster. It is also stronger.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It flows faster.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water flows a lot faster during a flood compared to the speed flowing during a normal flow.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It overflows in a creek and a lake on river.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||In a flood the water would be moving stronger and faster than usual.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||Flood water has a great velocity and force.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water overlaps the area around the creek during a flood.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water goes out of its channel. The water speeds up.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water in the creek during a flood will flow much harder and faster causing more and more erosion compared to water flow without creek.,partially_correct_incomplete
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||It is compared to different speed a flow patterns.,irrelevant
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water flows in a faster range than normal because there is more water.,correct
How does the water flow in a creek during a flood compared to normal water flow?||During a flood there is more water in the creek and the water flows faster.||The water flow in a creek during a flood compared to normal water flow is the same.,contradictory
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||You could tell if it has the hardest if most of it came off.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||If just the penny could scratch and the nickel could not the penny is harder.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Whichever one was damaged most was less hard.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Rub them against a crystal.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Which had less scratches.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||If it makes a scratch or a little dent.",partially_correct_incomplete
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Well she can take the penny and the nickel and rub them together.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The one that is scratched is softer.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||She could tell which is harder by getting a rock and seeing if the penny or nickel would scratch it. Whichever one does is harder.",partially_correct_incomplete
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Maybe he should scratch even other then when you are done see if one have scratches.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||It would tell her because she could scratch the penny on the nickel and the nickel on the penny and see which one is scratched.",contradictory
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||In order to tell which is harder, else would have to see if the penny and nickel leave a mark to see which is harder.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||By the one that leave a mark on one. That means that that one is harder.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The one that got scratch each penny or a nickel got scratch.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||She can scratch it and see which one scratch the rock or mineral.",partially_correct_incomplete
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||If the penny gets scratched the nickel is harder and if the nickel gets scratched then the penny is harder.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The nickel is the hardest because is you scratch it with a penny it will not scratch but the nickel could because it is so much.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||You get a penny or a nickel if one of them scratches the metal it is hard.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||She would know because the one that is scratched is the one that is least hard and the one that is not scratched is the one that is hardest.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||How you would know that one of them is harder is for say if the nickel never a scratch the penny, and the penny got scratch by the nickel then the nickel would be harder than the penny that is how you would which one is harder.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The one that got a scratch is not hard.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||A paperclip is harder.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The one that is harder will scratch the less harder one.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||I do not know.",non_domain
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Fire.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The nickel because it is bigger and it harder.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||By using your hand.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||If it left a scratch.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||I do not know.",non_domain
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||The nickel is the heavier and the penny is the lighter.",irrelevant
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||You can rub the penny and the nickel together. The one with the mark and a scratch is the least hardest the one with no mark or scratch is the hardest.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Because of it he you scratch with a penny.",partially_correct_incomplete
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Rub them together and whichever one has a scratch or a mark the is softer and the one that has nothing on it is harder.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Rub to penny with nickel and whichever one had a scratch is some.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||She would scratch the rocks together the one that scratches is softer.",correct
"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?||The harder coin will scratch the other.||Nickel is harder.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||I chose this answer because I remember what type it is because I remembered.",non_domain
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||The key on the bottom and the match.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||I see the same picture or shape.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because on the key alum is a hexagon with a box in it and lines on the net observation it is the same.",correct
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because the crystals in the circle are the same as the crystals in the alum square.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||The picture looks like the alum.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because of its shaped like a hexagon with a square inside.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||They have the same shape.",correct
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because I know what to do with the key.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||I chose the answer because in the key below in the middle is alum and it looks the same as the one above.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because it looks the same as her observation.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||It is the same crystals.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because they look the same.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||It look the same.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because it is crystals and the things look like them.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||It looks like little diamonds, but it is salt.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||I chose this answer because the picture in the circle and the picture square look the same.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||I chose this answer because the shape and design looks the same.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||I chose it because that is the only crystal that looks like alum.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Alum has things inside so I look at the picture and it has things inside so I knew it was alum.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because they have the same shape and they have the same size and they have squares inside them.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because they have squares inside of it, they have lines going to the outside of it, and it has sides on the outside.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because it is the same shape and has the same design in it.",correct
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because the picture that Emily drew looks just like the alum in the crystal sheet key and they are both the same shape and have the same pattern.",correct
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Alum looks exactly a like it in the dish.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because alum is the same one up there and I remembered studying it.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because Alum looks like that.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Why I chose that answer is that it looks like Alum.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because alum has a hexagon shape.",correct
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Alum answer.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because it look 3D or like a box the same shape.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because I looked at the crystals and looked at the key and compared it. Then I saw a match.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||It is match is.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because the alum matches.",partially_correct_incomplete
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because the picture matches.",irrelevant
"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.||The crystals are the same shape as the alum crystals.||Because it has the same shape and size.",partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||The cement is heat sink and the wood is heat sink.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||Something that could hold energy.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is an object that can attract heat.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||Heat sink is anything that gets or contains heat.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||It is when the sun absorbs the water from the sand.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is something that traps heat in. Like water it heats up and traps the heat to make boiling water.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is a temperature the water heats up very slowly.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink heats up slowly and cools down slowly.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is a material that can hold a lot of heats. Heat sink heats up materials.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is water that heats up more slowly and cools down more slowly than earth dry materials.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||When the temperature in the thermometer goes down or decreases.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||Something that absorbs heat and loses heat slow like water.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||It is something like dry soil.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||It is an earth material that takes energy and releases it slowly.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||It is an earth material that absorbs energy slowly and releases it slowly.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is an earth material that absorbs energy slowly and releases it slowly.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||It is a material that decreases heat such as water.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||When the temperature drops.,irrelevant
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||When the heat starts to go down.,irrelevant
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||It is a material that may lower heat.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||When the temperature drops.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is something that absorbs sunlight quickly. Water is the best heat sink.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||Heat sink is when the temperature drops.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is when a temperature goes up just a little or down a little.,irrelevant
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is material that takes in more heat.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||Something that can absorb heat.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A substance that can take in and give off heat.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is something that absorbs heat and gives it off slowly.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is a material that heats up slowly and cools down slowly.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is when a material heats up slowly but stays warmer longer when cooling off.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is a heat that is wet.,contradictory
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A material that slows down another.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is something takes long to cool down and get hot.,correct
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is something that takes water to absorb.,partially_correct_incomplete
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is not a thing like water.,irrelevant
What is a heat sink?||A heat sink is any material that absorbs (a lot of) heat.||A heat sink is water because it absorb the slowly and it lets go slowly.,contradictory
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||By letting it sit in a dish for a day.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||Let the water evaporate and the salt is left behind.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The water evaporated and left salt crystals.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||I saw a pinkish grayish color that was blocking the water.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||You have to slowly tip the vial for only the water to go.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||By pouring the water and salt into the thing, and letting the water evaporate.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||By slowly pouring it in a tray.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The water evaporated so there was only salt left.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We put the water with the salt in it and put it outside for the water to evaporate.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||I separated the salt from the water because the salt are on the rocks that are on the bottom and the water is on the top.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||Because you can see salt in water.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||I let the water evaporate.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The water dried up and left the salt.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We let the water evaporate.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The water dried up.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||You just get water and the smashed mock rock and put the smashed rock and water together.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||You put the water, a little bit, in a cup and leave it overnight.",partially_correct_incomplete
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We evaporated the salt from the water because the water evaporated and separated.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We put the water and salt in the Petri dish. The water evaporated and the salt became crystals.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We poured the salt into a Petri dish and poured the water out.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||By the Petri dish.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||By putting water in a Petri dish and letting the water evaporate.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||Poured the top of the vial out.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The salt dissolved and the water evaporated and the salt went to the bottom.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We put it in a evaporation dish and the water evaporated.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||I put it on the evaporating dish.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||By pouring the water into the salt.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We poured the water out of the bottle.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||Letting the water evaporate.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||Put it on a dish and then the water gets in the air and the salt stays.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||I do not know.",non_domain
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The salt separated with the water because the salt was heavier but the water was not even heavy.",irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||We put the water in a clear cup and let it sit and the water evaporated and the salt stayed.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||I put some water in a dish and let the water evaporate so the salt would stay.",correct
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||Evaporate.",partially_correct_incomplete
"You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?||The water was evaporated, leaving the salt.||The crystals were salt.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It will not make loud pluck like the other strings.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||If it was shorter it would have a low sound.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||When you pluck the first string it makes a low pitch.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||At first it would make noise slower than the shorter one because it would be shorter noise.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It was a higher pitch!",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||Which side has more string is a lower pitch. Whichever side has more string it has a lower pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||Because when you give it less room to vibrate it makes a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It got a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It is a high pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||A bigger string makes a lower pitch and a little string would have a high pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It would make a high pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It is going to be higher.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||When it vibrates it goes so fast but it hits the string.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The pitch would be higher because the vibrations do not travel as long.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It was tighter so it made a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||When it is shortened the string is not that long so it makes a different sound.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It gets higher when it is short and lower when it is longer.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It got shorter and shorter so it was higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The sound was lower. It had more room to vibrate.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It would be a High pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The string made a low pitch.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||When kate shortened the string that string would have a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It got higher.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The sound had a higher pitch because it had faster vibrations.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||I think the string would be tighter.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It turns really really loud.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It sounded high.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The shorter the the higher the pitch because it less to travel through.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||And the shorter the string also the higher pitch it makes.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The shorter the string the higher the sound.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||When you make the string small the volume is louder.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||It will have a lower sound than when you let go.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||The sound was lower.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||When you pull your string it makes a sound.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.||When the string was shorter, the pitch was higher.||IT High When it Shorter.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She would put and back it to a D-cell.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Stick it into the clips and close the switch.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should hook the extra wire from the wrapping part and connect the wires to the switch and D-cell battery. Then stick a short wire to connect the D-cell and switch.",partially_correct_incomplete
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy will connect the wire to a D-cell battery and switch, switch optional.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should hook it to a D-cell.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Hook the wires to the power source.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Connect it to a battery and a switch.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Connect one of the tips of the long wire to the switch. Connect the other long end of the wire to the D-cell and connect the short wire to the D-cell and the switch.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Hook the wire to a D-cell. Get a switch and another wire hook that wire to the switch. Get something made of metal. Press the top of the nail to the metal thing, they should stick.",partially_correct_incomplete
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Get another wire hook it with the D-cell and the switch get the insulated wire and hook it to the switch and D-cell then turn it on with the switch and there a electromagnet.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Get a D-cell and a switch, connect the insulated wire to the switch and battery and you have an electromagnet.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should see if the magnet works as a electromagnet.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should get a D-cell to make it work.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Put the wires to the D-cell.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Attach the wire to each end of the nail.",partially_correct_incomplete
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should hook the wire to the D-cell and switch and see if it will pick up iron or steel.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy, you should have a D-cell or a D-cell it does not matter. And a switch if you want it to work.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Get a D-cell and a switch.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy can hook one side of the wire to a switch, and the other side of the wire to the negative side of the D-cell after that get another small wire and hook that to the positive side of the D-cell and to the top of the switch.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should attach one wire to a D-cell and the other to a switch. Then, she connects the D-cell and switch with a wire.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy should get a D-cell and hook it up to the insulated wire and get a switch and hook some wires up to that, then she should get little washers and put them somewhere. Then you have an electromagnet.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy should connect all the wires then to see if it works Wendy can try to pick up some washers.",partially_correct_incomplete
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy should connect the insulated wire to a D-cell and a switch and that will be a complete circuit and it will attract iron or steel.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She should attach a switch to one side of the wire and attach the other to the D-cell. Attach another wire to the D-cell and switch.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Connect the wire to a D-cell and connect the wire to a switch and turn it on.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy should plug in the electromagnet.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy will get a battery and connect the wires to the battery, get a battery holder.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Connect it to a battery.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Then Wendy should get another piece of wire and wrap it around the nail also then connect the other end of the wire to a negative and a positive.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Hook the wires to both sides of a battery.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She needs a D-cell and washers.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy should connect the long wire to the battery next.",partially_correct_incomplete
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Wendy needs to get little washers and stick the iron to the washer.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She would need a switch then she would turn on the switch she would also need a D-cell.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Connect the wire to the D-cell and turn it on.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||She needs a D-cell to make it run.",irrelevant
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Connect the wires to a battery or power source.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||Hook it up to the D-cell then to the stick.",correct
"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?||Wendy should hook one end of the wire to the negative side of a D-cell battery and the other end to the positive side of the D-cell battery.||To complete the circuit she needs to connect both ends of the wire to both end of a D-cell. You can use a switch.",correct
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||Y, y because it have to be less.",contradictory
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I chose x because x is more concentrated.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, well concentration is when you compare equal amount of volume of 2 solutions and one heavier it is more concentrated so that is how I know.",correct
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||Y, y has less material on bottom.",contradictory
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, they have the same amount of water but cup x has more citric acid.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I know because when something is more concentrated it is also heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, cup x is more heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because x is more heavier than cup y.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because is heavier then y.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, cup x because it has more sugar in it.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, x because it is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I know cup x is more concentrated because on the balance cup x is heavier and cup y is less concentrated.",correct
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, how I know is because concentrated means the heaviest.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I know because when a solution has more solid, has a better taste, or weighs more it is more concentrated than the other one.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, x has less room to move around and y has less room to move around.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I know that solution x is more concentrated.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, Because it weighed more than cup y.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, It is lighter.",contradictory
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||Y, is more concentrated because cup x is on the floor and that is not good, right?",contradictory
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because it have more solid in it and it is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because it is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, Because cup x is more heavier!",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, the more concentrated is cup x is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because the material gave it weight.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, well on a balance is on the bottom and if it can lift the other solution it is more concentrated.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, Cup x must have been more concentrated because it is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, usually the heaviest cup on the balance is the most concentrated cup.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I think it is because it heavier. Remember I said I think.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, it is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because it seem more concentrated then y.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, cup x because it is more heavy.",correct
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I know cup x is the most concentrated because it weighs the most.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, I know solution x is more concentrated because it is heavier than solution y.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, They added more solute into the solution x than solution y. That is why solution x is heavier.",partially_correct_incomplete
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because x is on the bottom of the weighing thing while y is on the top.",correct
"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.||X. When equal amounts of 2 solutions are compared, the solution that is more concentrated will have the greater mass (weigh more). 50 milliliters of X has a greater mass than 50 milliliters of Y, so X must be more concentrated.||X, because cup x weighs more than cup y.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think it would stick for a little bit depending on how long you hold the magnet to the nail because the nail becomes a temporary magnet.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not stick because it did not have iron in it.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not stick because there is no magnet involved.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It might because of the force might be strong enough.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not stick because the ring does not have iron or steel in it.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would fall because a brass ring is not made of iron or metal.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not stick because a brass ring is not iron or steel.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not go on the nail because a brass key has no magnetism in it.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||Fall off because they have no iron in them.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||No because brass ring does not have iron in it.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think it would not stick because it is a plastic and it cannot do that.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will not stick to the nail because of the brass ring is not made of metal.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I do not think it would stick because a brass ring is not made out of iron.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think it would not stick because it does not have any iron.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||The brass ring would not have any iron in it so it would not stick.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think the same thing will happen. The force will still flow through the nail.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||The brass would not stick because it is not made of iron.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think the brass ring would stick because the paper clip would probably have enough strength to hold one more thing.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think the nail would stick to it because the nail will still have the magnetic force.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||If she touched it to a brass ring it would not stick because copper does not stick to a magnet.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not stick and fall on the ground.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||The brass ring would not stick to the nail.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||No because brass does not stick to magnets.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||If Anne touched the nail to a brass ring what do you think would happen. It will not happen because the brass ring is not a proper steel like the iron nail and the steel nail.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will repel because brass is not iron.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would repel because the brass ring is not iron.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will because it is made with metal.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will not attract because brass is not magnetism so it will not stick.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||If Anne touched the nail to a brass ring it will stick to the nail just like the paperclip did.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will fall down. I find it.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will put up the ring I think in magnet.",irrelevant
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It would not stick because it is not magnetic.",partially_correct_incomplete
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||The reason why is because the brass ring is a temporary magnet.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||I think the nail will stick because the ring is made out of metal.",contradictory
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||If Anne touched the nail to brass ring it would fall it would fall because it is not made of iron.",correct
"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?||The brass ring would not stick to the nail because the ring is not iron. The nail is a temporary magnet, but brass cannot become a temporary magnet and thus does not stick to magnets.||It will not stick to it.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You have a standard because if you do not it will not be controlled.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So that you can see the results of an experiment before a variable is changed so you can compare.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard so you will not make a mistake and so you can compare it to differences.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You start with a standard so you can compare your standard data to your data when you change a variable.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So you can get the closest answer to the question.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So you can record and change variables to get a difference.",contradictory
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So that control your experiment without changing more than one variable.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To keep the variables controlled.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard so you can tell what happened in a controlled experiment and because you can change one variable at a time.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You would use a standard to change any variables than just one variable that can be changed.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard to control your procedure, like if you get it wrong you can see what you did.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To compare the new experiment with the standard.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard because when you change something which is a variable. That when you change it, you know when you did before.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard because without a standard, you can change it.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So you can see what you did after you do the other trials, it makes a controlled experiment to look back on when you change one variable at a time.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard to see if you can try a less amount each time you do an experiment.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard so that you can test it and compare with your standard. And compare with your variable.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||When conducting a controlled experiment you use a standard because you compare your other results to see if it is accurate.",correct
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard so you can change the variable if needed in an experiment and you can also change the variable at a time.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard because that what you know before the experiment and the standard helps you a lot during the experiment.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||In a controlled experiment you use a standard because when you are testing something else you will have to compare your answers. That is where a standard comes in.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To compare your answers.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||We use a standard first because we could know how it went then we could use the score it went and test it again.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||You use a standard is to know what you will do and how it will happen.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So when you change variables you can compare you standard and the other ones.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So you can test the standard and can switch one variable to make it proven.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||Because you want to know what is the regular way and to compare the first way.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So you can compare your answers.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To compare the experiment with the standard one.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So when you are done you could compare.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||So you compare at the end of the experiment.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To see if the standard might be faster than the other.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||Because you can compare the results.",partially_correct_incomplete
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To help control the controlled experiment.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||To control any experiment.",irrelevant
"When conducting a controlled experiment, why do you use a standard?||A standard is used for comparison to determine how changing one variable changes the results.||Because without a standard you will not know the steps.",irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He could see what solid used and he will find out what it is.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He should look for the solid material in his house or store.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||You can tell by the way the crystals are shaped.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He can probably look in a book or something to find out. All crystals are different.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||The crystals help him by making solid materials.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Salt.,irrelevant
"Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||To see if it was Epsom salt, salt, citric acid or calcium chloride.",irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||I going to put salt and water and leave it for some days and it is going to turn into crystals.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||If you put citric acid the crystals will be like a influx.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||I think it will help be by the shape and what has on it.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||How they look like x means salt.,correct
"Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Since different materials have different crystals, like salt is a x, then you can figure out what material has the same characteristic shape as the crystal that were from that particular solution, then he knows what material was used.",correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Because by the markings and patterns on the crystals your all to identify them.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Because no 2 crystals are the same.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Because a crystal identifies the solute!,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He could check the crystals with a magnifying glass.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||If he has a chart he can just match to whichever one it looks like.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He can mate the crystals to the solid material.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He would look up that type of crystal in a book and find out what type it is.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He could match the crystals with other crystals.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Show them the crystals.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||The crystals might have salt in them.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He could compare the crystals to other crystals.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Whatever the crystals look most like.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He can compare them with other crystals he can make and that will tell him.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||The crystals can identify what solid was used in the solution by its shape.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He will know because he will see stuff at the bottom.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||You can use your own mixtures and see what it looks like.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Use all the salt then wait for them to evaporate but in the other trays name them by the salt so he would know which one is which but then there done he can see which one looks like that one.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Because all solid has different crystals.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Take other crystals and compare to see which ones are kind of the same.,irrelevant
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||How the crystals were shaped and how they looked.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||He can look at them really hard and compare them with others.,correct
Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?||Crystals of different materials have different shapes. So the shape will help identify the material.||Adam can try to make crystals and if the solution he used makes crystals then that is the same solution his friend used.,irrelevant
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Using only the results from her experiment, Anna will know which one has more fat in it by the larger the grease spot the more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The way Anna will know is the bigger the spot the more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||She will know which one has the most fat is checking the size of the grease spots.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Look at the grease that is on it and what has the most grease has the most fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The bigger the grease spot the more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||She will know because the one with a big spot has more fat than the other one.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||She can tell by how big each grease spot is so if walnuts had more fat it would have a bigger grease spot.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Whichever one is higher on the graph has more fat.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||You can tell which one has more fat by looking at the brown piece of paper and the biggest grease spot has more fat in it.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The one that has more fat on the paper.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Anna will know by mix and dividing it and she will get a percentage of how much fat is in walnuts and peanuts.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The nut with the largest grease spot has the most fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Whichever one has more oil spread out on the paper towel has the most fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||She will know by the grease mark on the brown piece of paper.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The one that has the bigger grease stain.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Anna would know by looking at the 2 pieces of paper and seeing the paper that has more grease on it. The one that has more grease on it has more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Let it sit for a day and if there was a grease spot that is how she would find out.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||By the time 2 days are up both indicators will have a grease spot, both representing a walnut and a peanut the one with the biggest grease spot has the most fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||She will get the results with the biggest grease spot. For the most fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Then she will know that walnut or peanuts has more fat.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Anna will measure the grease spot then she will figure out which one has more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||By waiting for 2 days from morning until night, then you will see which one is fattier.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Peanut has more than walnut.",irrelevant
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The brown paper will look wet and that will tell you which one has more fat in them.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The more grease the more fat there is.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||You get grid paper and put it on the grease spot and count the square in the grease spot.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||It will show a grease spot. Then you get a graph paper then it will show how many percent it has.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||On your indicator whichever had more grease spots.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Look at the grease marks.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||You take the grid chart over each food sample and count the squares that is filled with grease marks.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The grease marks will show her which one has more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Anna will know which food has more fat by the grease spots on the brown paper.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||The one that has more grease will have more fat.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||First you need a square centimeter chart. Put it in the circle and add them. The cross that are half add them to each other.",partially_correct_incomplete
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||They should see which has more grease.",correct
"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).||Anna should compare the size of the grease spots. The sample with the larger grease spot has more fat.||Lay the crushed walnuts and peanuts on brown paper.",irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||It if looks like salt then the salt is salt crystals. If it has lines in them it is calcite crystals.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Calcite is straight lines.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The calcite crystals have lines. Salt crystal have squares.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The calcite crystals were lines and the salt crystals were pyramids and squares.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||You can tell them apart because the calcite is just lines. The salt crystals were pyramids and squares.,correct
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Calcite look like this the salt, drew picture, crystals look like this, drew picture.",irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Salt crystals had an X on them and calcite crystals do not.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The salt crystals look like squares.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The salt crystals were square and the calcite had stripes.,partially_correct_incomplete
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||When the crystals of the mock rock you could see them really good and with the minerals, calcite, they were hard to see.",irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||I know that crystals are different than salt crystals because the salt crystals do not have needle like structures.,partially_correct_incomplete
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||They both have different crystals in them, the ones that are white are whiter than the calcite test crystals.",irrelevant
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The calcite crystals looked liked small white needles, the salt crystals were small white globs and squares with Xs and diamonds.",correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Well the vinegar if you beating a rock it will store bowl.,irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The crystals were points and the salt crystal were Xs.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The salt crystals have Xs and the others do not.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||One of them was whiter than the other and had more crystals.,irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||I can tell the difference because calcite crystals spread out and salt crystals look like squares.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The salt crystals have Xs in them and the other ones look different.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||They are different because crystals from the calcite test are not minerals and the salt crystals are minerals.,irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||I can they are different because of their shape calcite crystals look like needles and salt had squares with Xs inside them.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The salt crystals have little Xs and are square shape.,irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Because the salt crystals were squares with Xs in them and the calcite crystals were and did not make shapes.,contradictory
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The crystals have Xs inside when calcite has like white spot.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The calcite can be white and crystals is black.,irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Salt crystals had Xs and the crystals did not.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The crystals did not look much like calcite but the did not look like salt either.,irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Because the crystals from the calcite test were long and skinny. The salt crystals were fat and had designs on.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The calcite crystals had tall needle patterns and the salt crystals were squares with Xs in them.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The difference is the mineral have a little X in the rock have more color.,partially_correct_incomplete
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Because the crystals from calcite look like little needles and the salt crystals had squares with Xs on them.,correct
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||The one has Xs is the one look like sauce.,partially_correct_incomplete
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Calcite crystals, salt crystals, acid, vinegar.",irrelevant
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||A crystal is signet, and has stuff in the middle. The calcite is clear smooth. Salt crystals look like something is dried up.",irrelevant
Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||If you have a bowl and inside there is a crystal and you put vinegar in the bowl if it has calcite it will look like needles with salt it will look like yes.,partially_correct_incomplete
"Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.||The crystals have different shapes. Salt crystals are square with little Xs. The calcite crystals are shaped like needles (long and skinny).||Calcite crystals, long needles. Salt crystals, X shape.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||No one had the same ball and threw the ball differently.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||One variable that should be controlled is the ball, everyone should use the same ball. Another is if you should get a running start.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The type of ball they use how they got to the point of where they were supposed to throw the ball.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Size of ball because they all should have used the same ball, where to start they should have all stood in the same spot.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||If they get a running start and if they had the same ball or not.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||They do not use the same kind of ball and they get different speeds.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The same kind of balls. Having a running start.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||One is they all have different balls. 2 is they have some bigger which makes them go not as far as distance as the smaller ones which go farther.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||They did not control the size, and they did not control the type of ball they used.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The first variable they did not control is the different kind of ball. The second is the speed they went to get to the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||They do not have the same amount of weight. And not have the same ball. And they run and step. They need to run or step.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The balls all need to be the same. And they all need to stand and throw.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Throwing at the line and using the same ball.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||How far they throw the balls and the kind of balls that bring are 2 uncontrolled variables.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The variable that was not controlled was that they just brought any ball and made a line and threw it.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||How they start and what ball they use.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||2 variables that are not controlled in the contest were the amount of steps and what ball they are going to use.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||They all brought different balls. They all started at different starting points.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||One of the variables is the type of ball. And the second one is how many steps they took during the time when they were throwing balls.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||What kind of ball you use, and how you throw it.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||One variable they did not control was that Rachael ran. The other one is that the other 2 girls walked.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||That they get different lines.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||That their balls are different.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Ball flying in air.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||When they did not throw the ball the same. When they did not do the same starting position.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||How they all threw balls. They all should do the same position.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The balls and how they held the ball.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||How they ran to the line and threw their balls.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Rachael had a running start and Ling took 2 steps Diana stood at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Ran, stood, and walked 2 steps. Also the balls they used.",contradictory
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Having different balls, and the way they stood at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||You have to test it out and you start with the ball to see who throws the farthest. The other thing is to not go past the line and not mess up.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||They have different kind of ball. Some of them run some took 2 steps.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||Basketball and football.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||The balls are different.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.||Different girls are throwing the balls. The girls use different launch techniques. Each girl uses a different type of ball.||One of them is they did not have the same kind of ball. 2 is they took different amounts of steps to the line.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is harder because it would be all no on the chart.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is harder. Because topaz is the hardest birthstone.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is hard because you cannot scratch it with penny, fingernail or a paperclip.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||M to Z is harder than mineral X and Y.",irrelevant
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is harder than X Y Z because we read about it this morning.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is harder than them.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is harder than minerals X, Y, and Z because it cannot be scratched by either one.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||A topaz is compared to Z because it cannot be scratched with 2 thirds things. Y is all the opposite of topaz. X cannot be scratched with one third of a topaz cannot be scratched.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||The Topaz is the first hardest mineral out of the 3 on the chart.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is harder than all of them. It is just barely harder than Z, way harder than Y, and pretty harder than X.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is harder than X, Y, and Z because Topaz cannot be scratched by a fingernail, a penny, or a paperclip so it is the hardest.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Tied with mineral Y because they are both yes, yes, and yes.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz would be all no's compared the minerals X, Y, and Z because topaz is one of the scratch free minerals.",irrelevant
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is harder than minerals X, Y, and Z because Topaz cannot be scratched by a fingernail, penny or a paperclip. So it is harder.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is a soft rock Z, I think it is the same as Y because they can both be scratched by everything. It is little bit hard to X.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is harder than X, Y, and Z because it cannot be scratched by a fingernail, a laser, or a paperclip.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is the hardest out of all minerals because it did not get scratched by any tool.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Like steel if you rub them and if it does not scratch.",irrelevant
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is harder than all of the other minerals because it cannot get scratched by none of the scratching materials and all the other minerals can get scratched at least one time.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is harder than X, Y, Z. I know it is harder than X, Y, and Z because nothing can scratch it.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Minerals X has 2 of them in a paperclip and penny. And the Y, Z and the minerals Y is the hardest in it.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is the hardest because it cannot be scratched by any of them and the others can be scratched with at least one of the minerals.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Mineral Z can scratch topaz because mineral Z cannot be scratched by a penny or a fingernail but it can get scratched by a paperclip.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It is so strong that minerals X, Y, Z cannot break it.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||I know because when you break a rock that is when you know it is hard or not hard.",irrelevant
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||How it is compared to X, Y, and Z is that the finger and the penny cannot scratch mineral X and Z.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||I know it is Z because it has one yes and 2 no's.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Mineral Z cannot be scratched by penny, fingernail, and paperclip. Topaz cannot be scratched by anything.",contradictory
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz has to have X, Y, Z as minerals.",irrelevant
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Because it is harder.",partially_correct_incomplete
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||I know because a fingernail cannot be scratched the most.",irrelevant
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz is the hardest because none of them can scratch it but at least one them can scratch X, Y, Z.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz would be the hardest because none of the tools could scratch it and at least one tool.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz would be hardest because none of the tools could scratch it and at least one tool could scratch X Y Z.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||It would be the hardest because none of the tools could scratch it.",correct
"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.||Topaz would be the hardest of the 4 minerals because none of the tools could scratch topaz and at least one tool could scratch each of the other minerals.||Topaz would be hardest because none of the tools could scratch it and at least one tool could scratch X, Y, and Z.",correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||I think Overly Orange juice because it took less drops.,correct
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange, OO, has more because it has less drops. Luscious Lemon does not have as much as OO because of the drops.",correct
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contains higher concentration because the one with the least drops contains most vitamin C. Orange 8, Lemon 13.",correct
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contains a higher concentration of vitamin C. The evidence is because if the juice becomes clear with less drops of vitamin C, it means that the vitamin C is strong in that juice.",correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange because orange does contain more color.,irrelevant
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange because it took fewer drops than Luscious Lemon.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contains more vitamin C because they put less drops of Overly into the container.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||No because if it does not go clear it has no vitamin C.,irrelevant
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contains a higher concentration of vitamin C, because it took less drops to change the color.",correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly contains a higher amount of vitamin C in it because it took less indophenol to turn the colored juice clear.,partially_correct_incomplete
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange because it took the least amount of drops to turn clear.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange had the most vitamin C because it does not use the most amount of drops.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Luscious Lemon has a higher concentration of vitamin C because lemons are really sour and Overly Orange was not that sour.,contradictory
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange 5 less than the Luscious Lemon and was quicker to change color.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Yes because it had a higher concentration of vitamin C.,partially_correct_incomplete
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contains more vitamin C because it took less drops to change the color of the indophenol.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Yes because vitamin C makes the indicator clear and the lower amount of drops the more vitamin C.,correct
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contains more vitamin C, the evidence is that there are fewer drops needed before the liquid turned clear.",correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange. It has less drops and which one is less has higher vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||No because the least drops you put the more concentrated it is.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||No because the color did not change. If the color still would stay the same it vitamin C.,contradictory
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Only the Overly Orange contains lots of vitamin C because the blue water became clear in 8 drops. It is less than drops than Luscious Lemon.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange and Luscious Lemon have more vitamin C because it took only a couple drops to make the indophenol clear.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange has more because of the amount of drops she put in.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Yes it did because the lower the number the more vitamin C and they both have low numbers.,correct
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Yes, because if it has lower drops it has more vitamin than others.",correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||I think that the Overly Orange and the Luscious Lemon do not contain a higher concentration because they clear the indophenol fast.,contradictory
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange then less the drops the more vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange has the higher concentration of vitamin C because I took less amount of drops.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange has higher concentration and the evidence is the overly Orange has 8 drops and Luscious Lemon has 13 drops.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange has 120 percent of vitamin C and Luscious Lemon has 50 percent.,partially_correct_incomplete
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange contain the higher vitamin C because the less drops the more vitamin C.,correct
Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Luscious Lemon contains higher vitamin C. The evidence is that it has more drops so that is the evidence.,contradictory
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Yes, because the drops tell what happen and it tell that this item had not so much sugar especially Overly Orange.",contradictory
"Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?||Overly Orange takes fewer drops to change the color of indophenol so Overly Orange has a higher concentration of vitamin C.||Overly Orange and Luscious Lemon have vitamin C. My evidence are that it says that Overly Orange had 8 drops, and Luscious Lemon had 13 drops, and that also means that it has Vitamin C.",partially_correct_incomplete
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||You would know by which way the shadow is pointing to.",partially_correct_incomplete
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I used the strategy never eat soggy waffles.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the direction the shadows were facing and in my journal.",partially_correct_incomplete
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||The shadow is point east.",correct
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the shadows.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I just looked at it if it was early afternoon it would be pointing northeast and if it was late afternoon it would be point to southwest.",partially_correct_incomplete
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||By looking at the shadows' reflection.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because my teacher tell me never eat soggy waffles. It means north east south west.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because I used a compass.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the sun is behind them.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the sun is in the north.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Common sense. I just know because the experiment with shadows. The letters next to the boxes of north, east, south, west are direction letters and the letter in the boxes are the ones you see on maps.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I followed where I walk and it came to me and I found all the sides.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||West is on the left side.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the sun rises at the east and the sun is moving.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||The direction of west is left that the west.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the sun is pointing east and the shadow have to point to the north.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||By using a compass to tell me where it is.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||That is how you spell west east. West by the W. East by the E.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because that is the way the sun sets.",partially_correct_incomplete
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because when the sun is in the east your shadow is really big like in the picture. So if the sun is in the east I would know.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||The sun rises on the east.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I know it is west because the sunrise in the east and the shadow is longer.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||The shadow is facing the east and in the afternoon the sun is shining west so the shadow is east.",correct
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because of the way the sun is showing.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I knew which direction west was because in the plaza it shows all the shadows facing one way and the sun makes shadows face the opposite directions of the object, and I knew that in the afternoon the sun is in the north so it must be west above.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I knew which direction was west because in the afternoon the sun is coming from the east.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I knew it because west is where the sun is most of the time.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the drawing looked like the early morning of the day and I knew that the sun rises in the east and sets in the west.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||Because the sun would probably be northwest for the shadow to face southeast.",correct
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I know that north is forward and west is your left.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||When earth moves then the shadow will be in the west because by then the sun will be setting.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||West is always on your left, after that it is east.",irrelevant
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I know which direction was west is because a shadow facing west.",contradictory
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I knew where west is because I looked at the shadow.",partially_correct_incomplete
"The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?||In the afternoon, shadows point east because the Sun is in the west. So the west side is opposite of the shadows.||I knew which direction was west because in class, I learned that no matter what way you are facing, west is always on the left side.",irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The light bulb will work.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||Only the motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will start running.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||Nothing.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will turn on if she moves it to the right.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The light bulb will light.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will start.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The electricity is moving through the circuit.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will work.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will turn off.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The bulb will light.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will work.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will cut off the light and motor.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will turn on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will work.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor and light goes on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will only run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The light will turn off.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will work.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will go on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will light up because everything will work if it is all hooked up.,irrelevant
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||When the switch is moved nothing will work.,contradictory
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will stay the same it will be a parallel circuit.,contradictory
"Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||If you turn the switch to the right, the motor will run.",correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will come on.,correct
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will go on.,correct
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||I think that Betty was a best shadow that was facing the opposite direction.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The reason why this happened is because the sun revolves around the earth.,irrelevant
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The shadow turns the opposite way in the afternoon, in the morning it is on the side of you.",irrelevant
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||In the morning the sun faced east so the bus sign's shadow was in the west. When it was the afternoon, the sun faced west. So the shadow went the opposite of where it used to be in the morning.",correct
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Since the earth spins, the sun twirls around us. In the morning it was hitting the bus sign in the back. Then later the shadow seems to have moved. It is because of the position of the sun.",irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the earth run into the sun and made the bus shadow go around.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||If the sun is in the east the shadow is on the west. If the shadow is on the south then the shadow is on the north.,partially_correct_incomplete
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The sun is in different places at different times.,irrelevant
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happens because in the morning the sun rises north that is why the bus points in the street. The bus points the opposite direction, because the sun sets west.",contradictory
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the time changes so the shadow is at the opposite.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happen because the sun moved over the sky.,irrelevant
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||In the morning the sun rises from the east, and the bus blocked the light and made a shadow on the opposite direction.",partially_correct_incomplete
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun orbits the earth and it goes from east to west and it gets shorter.,partially_correct_incomplete
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The sun rises in the east so the shadow was on the west and the sun sets in the west so the shadow was on the east.,correct
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because over time the sun goes to the west moving the shadow.,partially_correct_incomplete
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun moves. So the shadow will change where it is.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun moves around. So it will shine the opposite direction.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun sets in the opposite direction. So what happens is the shadow will be on the opposite side.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The earth rotates making the sun in different spots causing the shadows to move in different spots.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||As the earth rotates the part facing the sun is turning to make the sun in a different place which causes the to rotate.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The bus stop's shadow was facing the opposite direction because in the morning the sun rises from the east and the shadow was facing west. The sun sets in the west and so the shadow is facing east.,correct
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because only one side of an object can get sunlight.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The earth orbits around the sun so the shadow will change.,irrelevant
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happens because the sun rises in the east and sets in the west, therefore the sun's light is hitting the stop sign at different positions.",partially_correct_incomplete
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because our earth rotates.,irrelevant
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happens because of the earth, it rotates around the sun which of course the shadows will move, also the sun rises in the east and sets on the west.",partially_correct_incomplete
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because while the earth rotates, we see the sun in different direction. The sun rises at the east and sets in the west.",partially_correct_incomplete
"Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because when the earth rotates, not the sun, the sun moves, but it really stays in one place, making the shadow move.",irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This is happening because the sun rises in the east so in the morning the shadow will be in the west. The sun sets in the west so the shadows will be in the east.,correct
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The shadow of the bus stop changes direction because the sun is moving throughout the day so the sun will meet different at the stop sign. Because it moves the earth plus the stop sign.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||It is the different time of the day.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Well Betty the earth moves around the sun and that kind of has something to do with it like at different times shadows move to different directions.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The bus sign faces different directions because the earth move throughout the day the sun does not move.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||It happens because the earth is rotating and it does not stay on the same place every time of day.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||That happened because the earth moves which made the sun face the other way and made the sign face the other direction.,irrelevant
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun rises in the east and sets on the west. So in the morning the shadows will be facing one direction and on the afternoon it will be facing the other way.,partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put a rock and vinegar into a vial and if the rock has calcite, the water will turn murky.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Cold pour in cup.",irrelevant
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put part of the broken rock in the cup. Then add vinegar. If it starts bubbling a lot, it has calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put a mock rock in a cup of vinegar, and if there is bubbles there is calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the water in the vial and put the calcite in, if the water starts getting murky and bubbles float to the top there is calcite.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should first put the rock in a bowl of vinegar. If it bubbles a lot it is probably calcite. Next if he is still not sure he should pour the rock and vinegar into a dish and let it evaporate. He should look for needle like markings.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should find a rock he thinks has calcite, and put it in a vial with vinegar in it. Then after a while he should pour the vinegar into the shallow dish. After that Phil should let it evaporate. Then Phil should look at what is inside the dish. If it has long, white, needles, then there probably is calcite in that rock.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||First find calcite put it in a vial. Second put vinegar in and let it sit. Third pour out the vinegar.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put the rock or mineral in a cup and pour vinegar and if it bubble then it calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Because vinegar is cold acid is very into now.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should put the rock in the vial. Then put vinegar in then look for a lot of bubble then put in cold acid in to wait for a few days.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put it in a vial with vinegar and then drop only the vinegar on later and when it is done there should be white crystals.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He would observe the calcite. Look for calcite in rocks. And then when you think you found it put it in the water.",irrelevant
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put a rock in vinegar and look at it. If it bubbles it has calcite in it. That is what he should do.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the rocks in a vial and see if they bubble.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put vinegar in the vial and put then rock inside and look for bubbles.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should put the rock in the tube. Then put the vinegar in the tube cover the rocks and it should bubble.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||If he has a vial then he should get the rock or mineral in the vial and pour vinegar in the vial to see if he has vials.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put some vinegar in a vial but first put the rock inside then you will see bubbles going so so fast and you have to wait about 2 minutes and you will see it.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should pour the acid on it, then if it has bubbles all over it is calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the cold acid and wait for it react.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Get a rock and put it in a vial and pour acid into the vial. Wait a while and when a while is done look in the evaporating dish with your hand lens.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should pour the cold acid on the rock and if it fizzes it has calcite in it.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||The color and the want was like. And he can see the hot or cold. And measure and feel it all. And it is stuff.",irrelevant
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He would observe that there are bubbles.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the calcite in the vinegar and you will see bubbles.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Vinegar, gas, mineral, rock.",irrelevant
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Because he should put the acid on the rock and see if it fizzes that means it is calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He can do the vinegar test the evaporation test and the hardness test.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put the acid on the rock and observe for a reaction because calcite reacts with acid by making bubbles. So if the rock fizzes it has calcite in it.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||That what calcite to when it is in vinegar.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the rock in vinegar.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He would put the vinegar into a vial and put the rock in the vial and if it bubbles it is calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||If it bubbles it has calcite.",partially_correct_incomplete
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||If you put the rock in vinegar it should fizzle if it has calcite.",correct
"If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the rock in vinegar and see if it fills.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||As the number of blocks increases the distance decreases.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||As the blocks increase the distance decreases.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks you put on the truck the farther it gets, in meters.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||As the number of blocks increases, the distance increase.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is as the number of blocks increases the distance decreases.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the shorter the distance traveled.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||Once he added one more the mass was slower and that is what he showed on the graph.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The distance goes up one every time also the number of blocks.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||It went farther with less blocks and it went no farther with more blocks.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship between the independent and the dependent variable is the more load the slower the truck will go.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||One shows the number of blocks and one shows the distance of how far they went.",irrelevant
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the harder the truck tries to go faster causing it to go slower.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||Every time he put a block in it went 5 meters shorter.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more the block, the less it goes, the less the blocks, the farther it goes.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is it goes down one every time you add a block.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship between the number of blocks and the distance traveled by the truck in 10 seconds is that they both change how far the truck goes.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is that the less blocks the toy truck has the more it will carry and the more blocks the less it can carry.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship between the number of blocks and the distance is that it decreases every time and all of it decreases together.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is that the more blocks that you put in the truck the less distance it will cover.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks he puts in the truck the less the truck will travel.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||That it is increasing by the matter of seconds.",irrelevant
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more number of blocks the less distance it goes or the less block the more distance.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The number of blocks is measuring by meters.",irrelevant
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||If the truck has less blocks it goes further.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks you add the less distance it would go. It would have more mass.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks Don added the slower the toy truck will go.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||That will more number of blocks the slower it goes.",partially_correct_incomplete
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The distance of the meter is going lower. The number of blocks is going lower too.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The distance of the meter is going lower. Number of blocks is getting lower too.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks added the farther it went.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the less it goes.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||It goes up each one.",contradictory
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is that each time he add a block it goes about one meter lower.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the less it will go.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks it carried the less farther it would go.",correct
"Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the less meters it goes.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because when you use a mixture and as it dissolve it is a solution.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Maybe it could change to him and have something die.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||I think jam is mixture.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because they dissolved.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||When the mixture is clear and no material is on the bottom.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||The evidence Jim has is the material on the bottom and the solid because a solution has 2 or more things combined.",contradictory
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||That the water is clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||My evidence is a solution can be clear or evaporated by heat and so all of them are clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||The evidence he has is that it is clear and nothing on bottom to be a solution.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because it was clear and nothing on the bottom.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||He put the solid in the water and the solid dissolved into the water.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Mixtures one, 3, and possibly 2 are clear a sign that the material has dissolved and made a solution.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Mixtures one and 2 are solutions because they are clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||It has to be clear with nothing on bottom.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||When the solid material is disappeared.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||I know it is a solid because it has stuff in the but mine.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||That there is undissolved particle at the bottom.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Mixtures 4 and 5 are evidence.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because a solution is clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||He has that he put a solute in the solvent and it came out clear and nothing on bottom.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||His evidence is the mixture turned clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||If the material dissolved it is a solution.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because the solid dissolve.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||The evidence is the water cannot take any more ingredients.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because there is nothing at the bottom.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||That if it does have material at the bottom that it is not.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because the solid dissolve.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||There is material on the bottom and that means it is saturated solution.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||Because some of them have a dissolved solid.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||The mixtures are clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||How much water is in it, and how much spoons of solid are in it.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||When the solid disappears into the solvent.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||His mixture is clear.",correct
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||One spoon.",irrelevant
"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?||The mixtures are all clear.||He does not have an idea that island make a salt outline.",irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||The blue covered was very hot.,correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That they both are at 5, 10, 15, 20.",irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||The covered one get hotter than the uncovered ones.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells about using the solar water heater on the data chart.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||The one is that are cover they heat up more sun and it gets hotter.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That covered sometimes gets the hottest.,correct
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That the sun absorbs more heat, with dark colors.",irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||Is that covered is more lighter.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That by being covered the colors attract more heat.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||Blue was the darkest color and it was covered and that is how it got hotter.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That the cover absorbs more heat.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It absorbs more heat.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells if you use a cover it gets hotter than not using a cover.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells me because they are air in different position. And they are more longer than covered.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||When you cover the container you get more heat than uncovered.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||The blue covered have more time than red covered.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||How the temperature goes upward down.,contradictory
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||With a cover it does make it warmer but I think it depends on what color is underneath it.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||If something is covered with a dark color it will receive more heat from the sun and the heat will stay in.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That the solar heat is getting hotter. And that it is up to about 20 minute almost to 25.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||Because it goes to the side and all different ways.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That it will heat up faster than uncovered would.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||Heats up faster.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||Covering keeps the heat inside the container.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It heats up faster.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells me that if you use a cover the water will heat.,irrelevant
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells you that using a cover can make the water hotter because it is trap.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells you that it will heat up faster.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It the solar water heater has a cover it is going to get hotter.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It gets hot faster with covered because when water starts to get hot no air comes in it starts to get hotter.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It will kept on raising and raising.,irrelevant
"Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||It tells me if you put a red uncovered it will not heat as much, If you put a red covered it will heat more than the red uncovered.",correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||The graph show that using a cover heats up the water on absorbs heat faster than without a cover because if it has a cover the breeze will not blow away the heat of the surface of the water.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||That the blue covered one is the hottest and the red uncovered one is the coldest.,contradictory
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||By saying that the covered one get more hotter and the darker it is it is going to end up hot.,correct
Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?||Water heats up faster when covered.||The graph tells us that the blue covered will get hotter because with the lid it got much more hotter.,correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Greater than because mixture 5 has the same amount of water with more spoons of solid.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Greater than because it have 5 spoon of clear material.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Mixture 5 because they have the same amount of water but mixture 5 has more spoon.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Greater than mixture 4.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||It is the same because it has the same stuff at the bottom.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because in the picture of mixture 4 and 5, they show the same salt on the bottom.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||They are the same and equal concentrated.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Mixtures is the same concentration, because both of the mixtures are saturated.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||It is greater than because mixture 4 has more room to dissolve than mixture 5.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same, because both solutions have the same saturation point so they have the same concentration and amount of solid.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because they both reached the saturation point.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||They are the same amount concentrated because they have the same amount of water and dissolved material.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||It is greater than because they have the same amount of water but 5 has one more spoon than 4.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||They are the same because once a solution is saturated it is at its highest level of concentration.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because once a solution is saturated it is at its highest level of concentration.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The concentration is more in 5 because it has more material in it.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Greater than.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||They are the same because when a solution is saturated, it is at its highest point of concentration.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||They are the same because when the solution is saturated it is at its highest point of concentration.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because both solutions are saturated.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||No because 5 has more scoops than 4.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Same because if they all have the same water and 4 is concentrated with 4 scoops and 5 with 5 scoops then the solubility is the same because of the same amount of water become crystal.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Same as mixture 4 because you cannot see them.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Mixture 5 is greater than mixture 4 because it has the same amount of water and at the bottom it is both clear material but it does not have the same amount of solid.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||No because there is one extra spoon in 5.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Same because they are both saturated and it can only hold an equal amount.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Greater than because it has more scoops.",contradictory
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because it has the same amount of water.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Same. Because they are both saturated.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because they both have the same amount of water.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||The same because once a solution is saturated it is at its greatest concentration.",partially_correct_incomplete
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||One, 2, 3 they all are clear with no material on the bottom.",irrelevant
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||They both have material on the bottom.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||Same they both are clear and there is material on bottom.",correct
"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.||The concentrations are the same because both mixtures are saturated.||It is greater than because it has one more spoon of the solid.",contradictory
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Jorge knew a chemical reaction was occurred because it started bubble.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the mixture bubbled.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because gas being formed can be a sign of a chemical reaction.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because he knew the bubbles meant carbon dioxide was being formed.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the balloon expanded and filled with gas and it bubbled up.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it started to bubble or to fizz and it is the proof of gas.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because when it bubbles that means a reaction is taking place.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because bubbling is a sign of a chemical reaction.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it bubbled.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the solution began to bubble.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because whenever it fizzes or bubbles that means it is a reaction.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the bubbles appear it makes a gas.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||He knew because there are bubbles in the container.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Bubble.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because gas bubbles appeared.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||He knew because first he put a material in the water and started to bubble and that made gas so that is a clue of a chemical reaction.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because there were gas bubbles.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because he saw it bubble up that is why he knew it was a chemical reaction.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||When he put the solid in the liquid it start to bubbles.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it bubbled and fizz.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it bubbled and when something bubbled it means a reaction occurred.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the solution bubbled.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||I think it is because it started to bubble and because it would not do that if it was not a reaction.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||He knew because it bubbled.,partially_correct_incomplete
"Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Jorge knew a chemical reaction occurred, because the mixture began to bubble.",partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||He knew because a change occurred and it made a gas.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||He knew because when bubbles pop a gas is released into the air.,correct
"Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it was making gas, it was fizzing, it made some precipitant.",correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the solution started to bubble.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because the container started to bubble up.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because he saw it fizz and bubble up.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because bubble appeared when he add the solid material.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it bubbled and if it bubbles then it is a reaction.,partially_correct_incomplete
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||A chemical reaction is when something happens if you add a material and a liquid together and something happens it is a chemical reaction.,irrelevant
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because it started to bubble and have a gas.,correct
Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.||Bubbling means a gas has formed. Gas is a new material. A new material indicates a reaction.||Because his experiment took action right away with no waiting.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Why I chose the dark green sheeting was because the darker color absorbs heat.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||It is darker and it will probably heat faster.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because dark green is a dark color like black that way dark green absorbs more heat.,correct
"Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because if you put dark green, it will absorb the heat from the sun fast, because it is a dark color.",correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||She should use the dark green because it will absorb more heat.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||When they put a piece of plastic bag on the bottom it will heat up a little bit.,irrelevant
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||The darker the color the faster it would heat up.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because it is dark green and dark colors heat faster than light colors.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||The green is almost like black and the darker the sheeting is its color attracts the sun and heats up the pool.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I chose that one because the sun might reflect it back and almost every dark color are the ones who makes it hot.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I pick B because I think it is ok alright.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because the dark green will absorb the heat.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||If she uses dark plastic the water will heat up more quickly.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because dark green absorbs heat and yellow reflects heat.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because the darker plastic will absorb the heat and it will heat the pool faster.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I chose dark green because dark colors attract the sun.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because the color black or dark colors will absorb the heat then transfer it to the water.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I chose to put the green plastic because if the color is dark then the sun gets attracted to the dark color which makes it heat up faster.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I choose B because if you use a light color the solar energy will reflect off it if you use a dark color it will absorb the solar energy.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Darker colors will heat up faster.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I chose B because dark green is the darkest color and dark colors absorbs the sun's energy.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because dark colors absorb heat and energy.,partially_correct_incomplete
"Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because dark colors absorb the heat, and light colors do not. They reflect them.",partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because yellow is a light color and would reflect the sun's energy.,contradictory
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I chose that answer because yellow reflects heat and dark stuff keep heat.,partially_correct_incomplete
"Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because when you have a dark color it absorbs more of the heat, so that is why Sue should put dark green at the bottom of the pool.",correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||The darker the plastic the quicker the water will heat up.,partially_correct_incomplete
"Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Dark green is a darker color than yellow, therefore it will heat hotter and faster.",partially_correct_incomplete
"Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||I chose it because dark green is darker than yellow, and because the green absorbs heat and yellow reflects.",partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||A dark color can be reflected by the sun and it could heat up the wading pool's water.,contradictory
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because dark color absorbs more sunlight.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Dark green because darker colors heat faster they attract the sun.,correct
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because it is darker than yellow so it might attract to the sun to make the pool hotter.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because heat is absorbed by dark colors.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Because the darker the color the faster it will heat up.,partially_correct_incomplete
Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.||Darker colors absorb more heat than lighter colors. The dark green sheeting is the darkest color available so she should use the green sheeting.||Anything that is dark could be just like black.,partially_correct_incomplete
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||They got different measurements because their hands are different sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||They got different measurements because their hands could be different sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because hands can be different sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Maybe Andre's hand is bigger than Greta's hand.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Greta could have had a bigger hand.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||They both have different hand length.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||It was not a standard unit of measurement.,irrelevant
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Greta and Andre got different measurements because Andre's hand was much smaller than Greta's hand.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Greta had a smaller hand than him.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Maybe because one of their hands are bigger one of their hands are smaller.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Maybe she had bigger hands.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because their hands were different sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because the hands are not the same size.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Greta used his hands. Andre used the white board. They should use the same thing.,irrelevant
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Their hands could be different length.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Their hands are different sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because the white boards were different sizes.,partially_correct_incomplete
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Maybe their hands were too big and too little.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||They have bigger or smaller sized hands.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||It was because they have different hand sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because one of their hands are different sizes.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because their hands were not the same size.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because they have different hands and not the same.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because one of their arms is bigger.,partially_correct_incomplete
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because she might open her hands why does not she use a ruler.,irrelevant
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because they used their hands and if they use their hands they can have use the hand then your hands can get tired.,irrelevant
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Andre's hand were smaller.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Their hand are bigger than each others.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||They got different measurements because Andre has bigger hands than Greta.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Maybe Greta has a bigger hand and Andre smaller hand.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Because maybe the hand of Greta is too small. And Andre's hand is bigger.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Greta is taller and Andre is shorter.,partially_correct_incomplete
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Their hand are not the same. Maybe Greta hands are big than Andre's.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||It is because Greta has bigger hands and Andre has little hands.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Greta might have bigger hands.,correct
Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.||Greta and Andre have different sized hands.||Hands are not standard units.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is an experiment where you only change one variable.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||An experiment where you only change one variable.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is an experiment where only one variable is changed.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||The longer the string the shorter the swings.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A experiment in which one variable is changed.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||An experiment that only changes one variable at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you only change one variable at a time instead of 2 or more.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||That you only put one penny at a time.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is a experiment that you can control by weight and the length of string.,contradictory
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you change one variable at a time to affect the outcome.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||When you only change one variable at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you only change one variable at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is like a release position because a release position is a controlled experiment.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||If you do not change one variable at a time its not a controlled experiment.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||Changing one variable at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||You define a controlled experiment when you only change one variable at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you test the variables one at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||Only one variable is changed at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||You can control the experiment.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||To do one at a time.,partially_correct_incomplete
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you control it and it is an experiment of yours.,irrelevant
"How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||Where you control the variables, length, mass, release position. But you cannot control the amount of time it swings.",irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||The variables can be changed one at a time.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||When you only change one thing and you know the thing is causing it to do something.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||By having everything controlled.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||By not being good.,non_domain
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||If it needs to be controlled to make a decision.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A variable is a controlled experiment.,partially_correct_incomplete
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||Something that you do and you control.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||You control the mass of the tire swing.,irrelevant
"How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||By controlling the swinger, and by changing the different thing.",partially_correct_incomplete
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||You controlled the experiment by yourself.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||You can only change one variables.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||By putting everything where it goes.,irrelevant
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you change one variable that is it no more than one variable.,correct
How do you define a controlled experiment?||An experiment is controlled if only one variable is changed at a time.||A controlled experiment is when you only change one variable at a time.,correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Takes the same amount of space.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||They look the same and it could hold the same amount of water.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||The reason why I picked less than is because I think that Y is going to contain the different amount after 30 minutes.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I expect the temperature would be the same because they were the same on everything.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||It really does not matter the only thing that matters is the amount of area.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||It is not the shape that makes the difference, it is the area.",irrelevant
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because it has the same amount of water and heat.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think it will just be the same temperature. Because it is the same shape.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||X and Y both have the same solar water heater so the temperature will be the same.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because I think it might be higher.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||They both are the same size, have the same water amount, and are left out for the same time.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because the temperature would just go higher.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because until you get to 5 minute to 25 minute these different numbers but until the 30 it goes down and sometimes it could be the same.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||More? Because they are not facing at the same direction the Y is facing right and the X is facing left.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I chose less than because X is a little bit more smaller.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because water really does not change very much.",irrelevant
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Same, because they are the same size triangles and in the same size boxes, with the same amount of water.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think the temperature will stay the same because they are the same shapes.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because the solar water heaters are the same size and there is the same amount of water in each container.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think they would both heat up the same because they are the same size and shape just faced a different way.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because they look the same so it would be the same.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||They both have the same amount of surface area in the container and are filled with the same amount of water.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||It would be the same because they both have the same amount of water and they are the same size.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think same because they both have the same amount of black and the surface area look the same, and they are both the same shape.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think X and Y's temperature would be the same because it is the same just flipped.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||It would be the same because for it to be greater than or less than it depends where you put the solar water heater.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||It would be greater than because the cover on X is bigger than the one on Y.",contradictory
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think it would be the same because there is no change in variables.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||It would be the same because it does not matter what position the black surface area is, it matters what size.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I think the same because both the heaters are the same.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||They have the same surface area, just flipped so they will heat equally.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||The triangles are the same size.",partially_correct_incomplete
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||I chose same because they are the same figure and size. Y is facing the other way though it is still the same.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because they are the same size and same color so it is going to be the same temperature.",correct
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because they both have the same amount of water.",irrelevant
"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.||The black areas in the 2 collectors (and the collectors themselves) are the same size. The amount of heat absorbed will be the same so the temperature change will also be the same.||Because if you put something in at the same time it will get the same results as the other one.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Because whichever one scratches is the hardest.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Which one makes a deeper scratch.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The other one that did not break is the hardest.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||See which one scratched the other.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||One will scratch the other one. She should rub the scratch, too. That way she knows if it is a scratch or dust from the other mineral.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||First you take the black mineral and rub it against the brown mineral. Then see if you can wipe off the mark and if you can the brown one is harder and if you cannot the black one is harder.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||She can rub the scratch. If it goes away, the black one is harder. If it stays there, the brown one is harder.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one with scratches or deeper scratches is weaker and the other rock is harder.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||When she rubs them together and the other one breaks the one that did not break is the hardest.",partially_correct_incomplete
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Because it will break.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Scratch test.",partially_correct_incomplete
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The harder mineral will scratch the color off of the softer one.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one that make a mark. She should also see if stuff comes off when she scratches it.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||If she does scratch one on the other and one gets a mark that you can to rub off. Then you know the other one is harder.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||A penny.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one with a scratch.",contradictory
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The mineral with no scratch is the hardest because the other one could not scratch it.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one that scratches the other.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Whichever one gets scratched is the softest.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Whichever one got scratched.",contradictory
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Scratch them together.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Whichever one that has more scratches.",contradictory
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Because maybe something will come off.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one that does not break.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||By rubbing them together whichever one the chalky stuff comes off of is the hardness.",contradictory
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The skin of the saltiest will come off.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one that does not have a scratch.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one who resists is the hardest.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||Because she can touch and see which is hard.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||If you see a mark that does not mean it is the softest. If it is pushed in that means it is the softest and the harder one there is nothing.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one with a scratch is not the hardest so the other mineral must be hardest.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The one that crumbles the most.",irrelevant
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The harder mineral will leave a scratch on the less hard mineral.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The harder will leave a scratch on the less hard mineral.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The harder mineral will leave a scratch on the less hard mineral.",correct
"Georgia found one brown mineral and one black mineral. How will she know which one is harder?||The harder mineral will leave a scratch on the less hard mineral. If the black mineral is harder, the brown mineral will have a scratch.||The harder will leave a scratch on the other.",correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will happen because that is turning the switch off or opening the switch.,contradictory
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Nothing will happen because you have to have a switch in front of the negative side to have it work.,contradictory
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That will happen because it will make a complete circuit with the bulb.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because the battery is hooked to the switch that why.,partially_correct_incomplete
"Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It is completing the circuit, but the motor is not connected to a complete circuit, but the bulb is.",correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because it is not complete.,contradictory
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||This will happen because the switch is turning that way making a complete circuit.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because it makes a complete circuit.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It is like turning on a light switch.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That would happen because the bulb is on the left and the electricity will be flowing that way.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It lets electricity go through.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will happen because electricity is flowing to the light bulb.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That will happen because the switch will touch the wire and electricity will be able to flow.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will happen because the motor and the bulb are not connected on the same wires.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It is a circle.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||She will make a circle.,correct
"Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will happen because right now it is a closed circuit, so if she moves it to the left it will be an open circuit.",contradictory
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That will happen because there is an open circuit so the electricity will travel to the source.,contradictory
"Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Well, it is going out too far, far enough to not work.",irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will happen because it is in a running place.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will happen because the switch is channeling the electricity to the light bulb.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because if she would just move the it will light up the light bulb.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That happens because if you move it to the left she just closed that circuit.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because left is to turn on and right is to turn off.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because the D-cell is in the middle.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||If she move the battery back it will light up.,partially_correct_incomplete
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That is one circuit.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||That will happen because the switch will be closed.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because it is closed and when it is closed it runs.,correct
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||I learned it in class.,non_domain
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because the bulb is not in a circuit.,contradictory
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because it could not be a parallel circuit.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||I think that because it is able to do that.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||Because it is on an.,irrelevant
Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?||There is a complete circuit connecting the bulb to the D-cell battery.||It will because as long as there is a connection and it goes from the negative to the positive.,correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is like wet sand and it is by the river.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because once the clay is picked up it is moved and dropped off outside of the mouth.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It will end up there because clay can be broken up into such tiny parts or sediments that it is easily carried by the water and will end up probably the farthest out in the lake.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited there because it is lighter so it travels farther and spreads out more.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The deposited where I indicated because clay is a lot heavier than sand and pebbles.",contradictory
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because clay is a bigger.",contradictory
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because clay is heavier than sand so it travels farther.",contradictory
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Clay deposited where I indicated because the clay is the lightest in this case.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because it is so light.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because when we did our stream table experiment the water and clay mixed and the water and the clay flowed together.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is in the river because the clay mixes in with the water.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It is heavy so I thought it would drop off quick.",contradictory
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It is deposited the farthest because it is lighter than the other ones.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because sand is heavier and since the sand is heavier it would go down from clay and there is a bigger amount of sand too.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Clay is where I indicated it because clay is the lightest material so it travels the farthest.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It was deposited because it begins to settle to the bottom because the channel is slowing its current.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited where I indicated because the river has brought the clay in the lake.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It is deposited because the water, river is taking it away with it.",irrelevant
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay goes the farthest because it has the least particles.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited where I indicated it because it is heaviest so it will not go as far.",contradictory
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is lighter so it is carried farther.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is there because it has lighter and smaller particles which makes it float to the top.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Because clay is the lightest.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited there because the clay is the lightest and everything else is heavier so it sinks.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It is deposited there because it is lighter than sand and pebbles.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Very near to the mouth of the river.",contradictory
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is very light so it can be carried farther than the sand and pebbles.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited there, because the clay has the least amount of mass so it will go farther.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited where I indicated because the clay has the lesser mass so it is can be carried the farthest.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||It was deposited there because it has a lesser mass and therefore is carried farther than all of the other earth materials.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is where I indicated it because it is the one that gets pushed out the farthest.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||Clay is lighter than sand or pebbles so it would be easier for water to carry it farther.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is deposited where I indicated because it is the lightest.",correct
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay deposit is farther because of its light weight.",partially_correct_incomplete
"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?||The clay particles are lighter or smaller and are therefore carried farther by the water, so the clay particles end up the greatest distance away from the mouth of the river.||The clay is indicated where I put it because clay is soft and lines are soft too.",irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||They are different. Like bark not bark.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||They do not have the same rubbing material to be the same.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||That one has holes and the other one does not. One probably smooth and the other one bumpy.,correct
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||They are not the same letter B has big spots and letter A has lines and little spots.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||Rubbing A is not that clear because they rubbed it soft and B is rubbed hard.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A. Might be soft B. might be a little bumpy.,correct
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||B is bumpy A is smooth.,partially_correct_incomplete
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A tells you it has dashing lines B is telling us it has bumps.,irrelevant
"Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||Fabric B has lots of clear, round bumps. Fabric A has smaller, blurry bumps.",partially_correct_incomplete
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||They are bumpy.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||If you look you can tell that B is sort of like a metal gate and A is sort of like a wall.,correct
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||It is different because rubbing B has holes that are dark shaded wide and rubbing A has small holes that are mostly rough.,contradictory
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A is harder to read than B.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||One of the rubbings are smooth and the other one looks rough.,partially_correct_incomplete
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A was the second one behind the second one and B was the one that got rubbed.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||On A they colored it light and on B they colored it hard.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A looks kind of smooth and the other one has bumps.,partially_correct_incomplete
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||I now one is same an hard.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A is real bumping and it is hard B has small holes.,contradictory
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A texture is smooth. B's texture is rough and bumpy.,correct
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||The fabrics in A show that the fabrics is not show up fabrics and B it tells you that it was bumpy.,partially_correct_incomplete
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||The B it shows be rubbing when we color.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||B has some rough and A is not that rough and A is smooth. And B is darker then A.,correct
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||The A one is kind of bluer and it must have been smooth because it does not have any bumps. B you could see it was bumpy.,partially_correct_incomplete
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||They are rubbed smooth and hard.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||I can tell that they are different fabrics because one of the fabrics are darker and have more lines and spots than the lighter one.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||If there bumpy or smooth or rough and show what the texture is.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||Well there are lines on A and on B it kind of looks like a screen.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||One is dark and the other is not and okay you can see them better.,irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A was probably a much smoother fabric than B. Because B probably had more creases in it.,correct
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||The rubbings tell you that you cannot see A. And later a string to tell you that it is darker than A.,irrelevant
"Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||B shows us that there is a design on it, and you could probably fill it. A shows us that this fabric is not very noticeable.",irrelevant
Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||A has marks and lines and B does not have marks and lines like A it has polka dots on it and lines through the polka dots.,irrelevant
"Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?||Fabric A is smoother and has a finer texture. Fabric B is rougher and has a coarser texture.||Rubbing A was smooth, and rubbing B was rough and bumpy.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because no solid that one has more than the other in the same amount of water.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No not all mixtures and solutions come out correct he needs to let it sit or he should let or he should let I stir it.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because different materials have different solubility.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because different solids have different solubility is. Janet and Mike used different solids. They are wrong.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes it is possible both solubility's are correct different solubility's very possible because some substances are more able to dissolve in less space than others.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because the water has different materials in it and the materials have different atoms and stuff and that makes changes to what happens to them in water and their solubility.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because it has 2 different chemicals and it does not have the same solubilities.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because they are whole new materials.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Because they are different ingredients.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because they are 2 different ingredients.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because the solubility is of mixtures are not all the same.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because they are different materials.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because they are both different.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes it is.",partially_correct_incomplete
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||What do you mean I do not how what you are say to me so can you help me.",non_domain
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because all material move in a different way.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Because they are different things. Nitrate is different then chloride so they cannot be the same weight. Just like a monkey and a elephant.",partially_correct_incomplete
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because all materials have different grams.",partially_correct_incomplete
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because they are 2 different things.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because silver chloride is different than silver nitrate.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because silver chloride is different than silver nitrate.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||They are correct because the materials are 2 whole different materials.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because something else can have the exact same thing and it does not have to be like that.",partially_correct_incomplete
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because only a certain amount of solid can dissolve in a certain amount of water. They both got different solubility in the same amount of water which mean somebody did something wrong.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||The fizzing means that it came from the gas.",irrelevant
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes they can do it different but be the same way.",partially_correct_incomplete
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because they are different grams.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because they might weigh different.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because Janet used silver chloride and Mike used silver nitrate which means if they used 2 different things they both could be right.",correct
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because both the silver thing are different and they weigh different.",partially_correct_incomplete
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||No because they used different chemicals so that why it is not the same and also because they used different sizes.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||It could be possible chance it is correct but there could also be a 50 chance it is right and a 50 50 chance it is wrong. If they do not know they could do some test and research.",contradictory
"Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.||Yes, they could both be correct. Solubility is not the same for all materials.||Yes because silver nitrate might be heavier.",partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||You can see through it.,irrelevant
"A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||It is one material that dissolves into the other. Making a clear mixture. Although it could be colored, it has to be see through.",correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||It is a clear mixture.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||It dissolves the solid into a liquid that is see through.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||It has to be a fairly clear.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is a solid and a liquid mixed together.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||In a solution one of the materials dissolves and the mixture is see through.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is different because a solution is a mixture of a solid material and a liquid.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Because 2 mixtures become a solution. A solution is different because mixture cannot become a solution only 2 can.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||The difference from other mixtures was that we only used 2 and other people might use 3 or 4.,irrelevant
"A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is when you take a mixture like powder and mix it with water then after stirring it, it becomes a solution.",correct
"A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Because it is made of 2 mixtures, and making it one mixture and becoming a solution of 2 mixtures.",irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is 2 materials put together and the one dissolves. And on a mixture they stay so you can see it.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||It is different because in other mixtures the liquid dissolves but in a solution the solid material dissolves.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is different from a mixture because it is when you mix 2 or more things and a solution is when like water and salt dissolves or evaporated.,contradictory
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||When you make solution tiny particles of the solid explained some cannot see it.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||The solid material dissolves.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is a different type of mixture. Then they are a solution is a mixtures that dissolves.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||The salt dissolved in the mixture.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution something that dissolves.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is something that dissolves into the liquid and a mixture is something mixed up together.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||When the mixture is mixed.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution does not dissolve.,contradictory
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Other mixtures are mixed with peas and tomatoes and other foods.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is when an object disappears in the liquid and in a mixture the object does not disappear.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is something put into a liquid and made one thing.,partially_correct_incomplete
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||In a solution one material dissolves into the liquid.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Solutions are clear.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Clear and 2 things that make it still clear.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is different because it is clear that you can see through.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||A solution is separated but a mixture is a bunched up together.,contradictory
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Because a solution is clear but other mixtures are not.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||It has and weighs more with more things in it than a solution.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||Because one of the chemicals dissolves.,irrelevant
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||The solid must dissolve.,correct
A solution is a type of mixture. What makes it different from other mixtures?||A solution is a mixture formed when a solid dissolves in a liquid.||They have a different type of them that they have different ideas.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Because it turns clear. It bubbles.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When you can see through the solution. When the solid gets dissolved into the liquid.,correct
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When you mix a solid and a liquid it is clear.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Because the mixture is clear.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||It is clear and can be separated with evaporation.,partially_correct_incomplete
"How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||You can see through the mixture, and one material has dissolved.",correct
"How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When one seems to disappear because it has dissolved, and you can see through it.",correct
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When it creates one type of something. Like chocolate milk.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||It is when you cannot see the solid from the liquid.,correct
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When you cannot separate them with filters or screens.,partially_correct_incomplete
"How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||The solid seems to disappear, or dissolve.",partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Well I will see the solid at the bottom and the liquid on top of it.,contradictory
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||You know because the solid matrix I will dissolve overnight.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Then material will probably split up into smaller parts.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Because the solid is kind of hard and liquid is more smoother.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When you cannot see the solid.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||The solid dissolves. The solid breaks into tiny pieces so tiny no one can see it.,correct
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||If you experiment you might find a way to separate.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Of the materials dissolve.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||You know when the solid is dissolved.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When water and salt mix the salt disappears or seems to and when you cannot see the salt that means you have made a solution.,correct
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||The solid disappears into air pockets.,correct
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When something is mixing so you get a solution.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||You see how it mixes together and sometimes there are bubbles or wet.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||It is clear.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||I know that because it is mixed up because it is not clear anymore.,contradictory
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When the water turns gray or a different color.,contradictory
"How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Powder and water when they mix together. The water turn white, that how you tell or you look to the bottom.",contradictory
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When they are in the container the water brushes off some dirt from the solid.,irrelevant
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||When the solid dissolves.,partially_correct_incomplete
How do you know when a solid and a liquid form a solution?||The solid dissolves (seems to disappear) and the liquid remains clear.||Because one of the chemicals dissolves.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar so that she could make sure Fruity Cream cookies did not have as much carbon dioxide as pure sugar to see if her dad was wrong.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar because that is how much she is eating with the cookies. So it is not good to have too much or else she will have diabetes.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Susan will know which food contains the most sugar when the tube with bag inside can stop all the way to the top.,irrelevant
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Tube, warm water 50 milliliters, 40 to 50 bag syringe, yeast, tube, testing food, measuring utensils.",irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar so he know if the cookies was pure sugar.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Because her dad said the cookies were pure sugar.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Because Diva's dad said they were pure sugar and so Diva investigated both to see what one had more sugar.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||So she could prove that cream fruit cookies had less than pure sugar.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see if it as in the cookies was exactly pure sugar.,irrelevant
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||A volume tube, yeast, water, and a warm bath.",irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To compare pure sugar and Fruity Cream cookies.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||The one with the most carbon dioxide in the volume tube has the most sugar.,correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar because if she just tested Fruity Cream cookies, she would have no proof of them having less milliliters than pure sugar.",correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see if pure sugar was the same as Fruity Cream cookies.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Because she wanted to know how much sugar it has.,partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||She needed to test the pure sugar because she needed a controlled variable because if she did not, she would not know how much sugar is in sugar and she cannot compare the cookies and the sugar.",correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||So she could compare the results and see if they are the same.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar as a control to compare with the Fruity Cream cookie.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see what Fruity Cream cookies percentage from real sugar.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Because her dad does not want to eat that much sugar.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||She needed to test pure sugar to find out if Fruity Cream Cookies are pure sugar.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see how much sugar it really has.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see which one has the more sugar to compare with the Fruity Cream cookies.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||She tested pure sugar because she needed something to go against with the cookies.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see what has more sugar than Fruity Cream cookies.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||She needed to compare if Fruity Cream cookies is pure sugar.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||She needed to test pure sugar because then there would be nothing to compare with.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To show her dad the cookies are not equal to pure sugar.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||So she could see which one has more sugar than the other. Then she can see which one has less sugar and she can eat that one.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar because her dad said to not eat that many cookies because they are pure sugar.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||To see if Fruity Cream cookies was pure sugar.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||So she can prove to her dad that the cookies are not pure sugar. So she can have Fruity Cream Cookies.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Diva needed to test pure sugar because she needed to see if pure sugar itself had more or less than Fruity Cream cookies.,partially_correct_incomplete
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||Because if she did not know it she would not know how much it was or if they were the same.,correct
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||So she can compare them or else she could not compare the amounts.,irrelevant
Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?||Diva needs to know how much gas pure sugar produced in order to decide whether the cookies are pure sugar. Diva needs to make a controlled experiment.||So she can see the difference of the pure sugar and regular sugar.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is sticky!,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it hits the other side.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes the plucking sound from stretching and then it vibrates and make sound.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because if you stretch it and let it go it makes a volume.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Plucking is pull.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it hits the other part of the rubber band.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because your making vibrations.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because the vibrations.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is tight.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Vibrations.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||The rubber band makes a sound because it is on the doorknob.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is like a string.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it goes up.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes a sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Guitars have wires that makes sound Just like a rubber band.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it hits something.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because your finger smacks on it.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It will make a soft sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes noise.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is.,non_domain
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||When you let go it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because each side of the rubber band will snap together.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes it louder.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||If you have something close to the rubber band it would hit it and make noise.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because vibration runs through it.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because you stretch it and then it is tight.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because each side hits each other and make noise.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It vibrates off the other side.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Low.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because of the vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It cuts through.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||When you let it go you can see it make a vibration that makes the sound.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||There is vibrations.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||The rubber band is low.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It is like a guitar string only rubber.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||By the vibrations.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||The rubber band would make a high pitch.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because the rubber band vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because the rubber band is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because when you pluck it it makes the vibrations and vibrations make sound.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because the 2 parts bump against each other.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It moves fast enough to make a sound.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because of the vibrations it makes.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because there is a vibration on the rubber band.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because all things make sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||A rhythm.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It will make a soft sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||A rubber band makes a sound because vibration are made and sounds come from vibrations.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it hit the top and makes it vibrate.,correct
"Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because you stretch it, then you pluck it.",irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because our hand is causing it to make a sound.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because when you pluck it the rudder band touches the top part.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it rubber.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It hit the first one.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||When you pull it and it hits the other part.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it hits the top.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because you make it vibrate.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It hits your finger.,contradictory
"Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because the rubber band vibrated, and vibration caused sound.",correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because of the vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It does that because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because there is a vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
"Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because if you pull it, it goes like that.",irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it snaps together.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is gently.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it snaps.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Pull it.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes the sound softer.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It is rubber.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||You pulled and it flies.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because of the vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It will make a doom sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||When you pluck a rubber band and let it go it moves back and forth which makes it vibrate.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because you can make you hand is hurt.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||I think because it vibrating.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It will say: dinininin!,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It moves back and forth makes vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it is making vibration.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it hits your Finger.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||It makes a sound because it vibrates.,correct
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because when you pull it. It hits your thumb.,contradictory
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Sound like Pum!,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||So it could a sound.,irrelevant
Why does a rubber band make a sound when you pluck it (pull and let go quickly)?||The rubber band vibrates.||Because it vibrates and vibration makes Sound.,correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||Not much sugar is in the thing she is testing.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The results tell her that acid is present.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If it has a lot of sugar a little bit of sugar or no sugar at all.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If the tube shoots up then the substance has acid in it.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The test results will tell her that the one with sugar has acid. Because it bubbles up.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||That it either has sugar or it does not have sugar.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The test results tell her how much gas is in the food.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If the vinegar made the baking soda react it would shoot carbon dioxide into the pusher, then she needs to write down how many milliliters of carbon dioxide there is.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||Her test results would tell her what had more sugar in it.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If the syringe went up at all, that means the food contains acid. We already know that the food contains sugar because it fizzed.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The more carbon dioxide the more carbon dioxide it has in it.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If it had acid and how much sugar.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||Vitamin C or acid.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||How much acid and or sugar there is.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If the syringe goes way up it has a lot of acid, if not has a little or none.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The results would tell her how much acid was in the substance.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||It will tell her if there is a lot or not a lot of sugar in the food.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The amount of acid in the food.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If the food contains acid and how much.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||That whatever she test has more acid or sugar.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||I was not here when we did it.",non_domain
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The results will tell her the amount of acid and sugar.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The end or final will go white after it.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||How much sugar and acid there is.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||That there was sugar in the cookie.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The results will tell her how much sugar the pizza has or acid.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The results would tell her how much sugar, carbon dioxide, there is in the bag.",irrelevant
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The results will tell her how much vitamin C it in her test.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||It would show her how to check for acid.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||Her results will tell her how much acid is in the juice. The more carbon dioxide or gas the more acid it has.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The syringe will go up and will tell you how many milliliters.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||It would tell her that how much acid is in lemon, lime, or tangerine.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||If the syringe goes up that means there is acid in the food.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||The test results would tell her that the food substance that fizzed and bubbled the most has the most sugar.",partially_correct_incomplete
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||It would tell her that the one which bubbled up most must have acid or sugar.",correct
"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?||If gas (carbon dioxide) is produced, the food contains acid. If no gas is produced, the food does not contain acid.||That is how much acid or sugar it has.",partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||He can use is volume because he can use it.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because I added the 20 and the 10.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because it is already 30 and it is too heavy. So 20.,contradictory
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose the answer because I needed to add it together.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||The ball is too heavy.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose this answer because it could not be 30 grams because the ball is lower so it must be 40 grams.,correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose this answer because one of the blocks said 20 grams.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because if you have a 20 mass piece and a 10 mass piece you have 40 grams all together.,contradictory
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I counted the grams and got 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I got this answer because I counted 20 grams and 10 grams and it equaled 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because 20 grams plus 10 grams equals 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose 20 grams because there is 20 grams plus 10 grams 30 grams that way I know how much is it.,contradictory
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because it was the cups that I saw and it was 20 grams and 10 grams to see.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I think that is the answer 20 plus 10 equals 30.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||So I would get the right answer.,non_domain
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I can see the ball is heavier than 30 grams because it is not a perfect balance and the level is not perfect.,correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because 30 is not high enough.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose this answer because in the mass has 20 and 10 grams and the equals 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||That they ball in the cup and the mass pieces are in this cup. 20 grams plus 10 grams equals 30.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose it because there is a 20 grams piece and a 10 grams piece but the ball is not even with the other side so it must weigh more.,correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because the mass pieces gives you the answer.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I chose it because the mass pieces are 30 grams. So I did the highest number.,correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because it is very simple I added 20 plus 10 and it equaled 30 grams. And that is how I got my answer.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because in the cup there are 30 grams. So I picked 40 because 30 grams is not enough so I put 40 grams.,correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because I carried a ball before and it felt like to me it is 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||I put answer b because 20 plus 10 equals 30.,contradictory
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because if you see it is that because I chose it.,non_domain
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because 20 grams plus 10 grams equals 30 grams.,partially_correct_incomplete
"Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because a ball is heavy, and if you put in 10 grams it will probably weight.",correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||20 plus 10 equals 30 and that is smaller than the ball which must be C.,correct
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because 20 grams plus 10 grams equals 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because the ball cannot be 40 grams or 20 grams it has to be 30 grams because the ball it little.,contradictory
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because there is no standard unit.,irrelevant
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because 30 grams and 20 grams is much big.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||20 grams plus 10 grams equals 30 grams.,partially_correct_incomplete
Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.||There is 30 grams (20 grams plus 10 grams) in the right cup. The balance is tipped down on the ball side which means the ball weighs more than 30 grams. 40 grams is the only weight heavier than 30 grams.||Because 20 grams and 10 grams is 30 grams.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would see if it bubbles.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Bubbles coming out of the rock and murky water.,partially_correct_incomplete
"You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||The vinegar would get all full with bubbles, and murky.",partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||I would observe broken calcite that looks like wet baby powder.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Well a mineral is in a can of rock there is.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||It would be mostly about minerals.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||I would see if the rocks bubble.,partially_correct_incomplete
"You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||I would observe many bubbles staying on the calcite, and some floating to the top.",partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would see bubbles.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would look for bubbling.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||I would look for bubbles if the it has bubble it has calcite.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||If the rock fizzes it contains calcite because calcite fizzes when put with cold acid.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would see the mineral fizzing.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||I would notice that it should be bubbling.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||The rock would be covered by bubbles and fizz.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You will see bubbles coming up and you will see them going fast.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would see bubbles fizzing to the top.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would see bubbles floating up or down.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||The rock would covered by bubbles and fizz.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Some parts will fizz and bubble with rise to the top.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would see bubbles rising from the calcite.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||It would fizz and get small.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||It would have little tiny crystals that are white.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||If I in a test on as rock with acid I will put acid on the rock and let it settle overnight.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||By it fizzing and it might take the rock apart.,correct
"You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Bubbly, shiny and kind of see through.",partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Because the one thing that you put vinegar has or has not calcite.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||For bubbles.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Calcite reacts with vinegar.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||Water breaks rock to little pieces.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||It will bubble.,partially_correct_incomplete
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||I would describe what the rocks color is and what the mass if it is a mineral or not.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||The rock would fizz. If it fizzed then there is calcite in it.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||It will be separated in groups.,irrelevant
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||You would observe fizz in the rock that contains calcite.,correct
You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.||Many tiny bubbles will rise from the calcite when the calcite contacts the cold acid.||It sizzles. If it first sizzles it contains calcite.,correct
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||We used magnifying glasses and some sort of guide thing that told us what different kinds of salt looks like.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||You take a look through the magnifying glass.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because of the paper we looked at.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||We looked at a piece of paper and one of the pictures looked like the crystals.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||They will not shine.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||They were square like salt.,correct
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||We knew the crystals were salt because the crystal identification chart showed us that the different kinds of salt were crystals.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||It said so on a paper.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because it was at it because we had a chart that could tell us that.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||They looked like salt.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||We got a sheet with different kinds of crystals. So I looked for the same picture like the crystal and it said Kosher salt.,correct
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||The teacher told us.,non_domain
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because salt is made up of little crystals.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because salt look like little pieces of a crystal.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||I knew because they were shaped like kosher salt.,correct
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||I knew the crystals were salt by the movie we watched.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because flour does not turn into crystals.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because salt is a crystal.,irrelevant
"You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because it has a X in the middle, and salt was in it.",partially_correct_incomplete
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||The crystals are kosher salt and kosher salt is salt!,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||By looking at the crystal identification sheet.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because we measured them.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because it was so shiny.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||They were powdery.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because there were little shining things inside and I knew it was salt.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because we learned it because it was white that is how we knew.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||I would know that the crystals were salt is the way how it looks.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||We poured the water we left it alone for 2 days and they dry up.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||After the water dried we noticed it was Kosher salt.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||By breaking the rock.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because it tastes like salt.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because crystals are a kind of salt.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||I looked at them really closely and they looked like crystals and diamonds.,correct
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||Because we looked in the magnifying glass.,irrelevant
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||I knew the crystals were salt because of the patterns and shapes.,correct
You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?||The crystals were square with Xs on the surface.||I looked at the chart.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It is the only circuit that will work because the metal is touching the bottom and the wire is touching the bottom of the light.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||C because it is on the square part and on the round ball.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It is the only one because the wire is touching the middle and the battery is touching the side.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It is touching all it need to make it to work.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The electricity flows through the plus and the minus to a circle to the light bulb.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the light is touching the battery.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The electricity flow in a complete circle.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It is because it is the only one that allows the electricity to go in a complete circuit.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It has to run in a circle.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It is touching both sides of the battery and the light bulb.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because it is the only one that will form a complete circuit.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The wires have to touch the light bulb so like a circle of air to light up the light bulb.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because there is a full circuit.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the equal part is touching.,partially_correct_incomplete
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The negative and positive are on both parts of the battery.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It will work because the circuit will go through the battery is because the force will go through the battery.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because D is the only circuit that is touching the black dot.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The wire has to touch both sides of the battery and the wire has to touch the middle of the light bulb.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||On the other there is connection with the D-cell with the light.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It is because answer D's wire starts below the light bulb.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The only circuit will work because the 2 wires are put in the right place.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because they are going in a complete circuit.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because it is the only one that is touching.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||D because it is touching the base metal.,partially_correct_incomplete
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||It will work because it is the only one touching the light bulb base.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the electricity goes to the metal and that electricity goes to the filament.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the others are not complete circuits.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||I will work because electricity is going from the positive to the negative.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Why it is the only one is because sometimes you need 2 wires and how it is the only one it is connected to the bottom.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Letter A is the right one because the wire have to touch the equal side and the light bulb.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||The charge of the positive negative is flowing to the bulb.,irrelevant
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the negative is connected to the black part and the positive side is attached to the shiny part.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the negative is connected to the black part and the positive side is attached to the shiny part.,correct
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the white thing is touching the negative side.,partially_correct_incomplete
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because the shiny part and the wire is touching the black part.,partially_correct_incomplete
Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?||That circuit is the only circuit that uses all of the correct contact points.||Because one side of the wire is touching the negative side of the D-cell.,irrelevant
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The small string has the highest pitch than the long one.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||It is different because the little string makes a height sound.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The long string is low. And the short string is high.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||If the small one is high the big one is low that is what it is for the harp.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short string, will make a high sound and a long string will make a low sound. The short string and the long string are different because they are high and low.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||If you pluck it make a volume.",irrelevant
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A short string being plucked is different than the long string being plucked because the long string has the lowest pitch. And the shortest has the highest pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A little string has a high pitch and a big string has a low pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A short string the vibrations go faster so there is a higher pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||It is different because the short string has a high pitch and the long string has a low pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Short string high pitch, long string low pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Because the long one has a lower pitch the littler one has a higher pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||How it different is the shorter string has a higher pitch and the long string make a low pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The long string is lower and the short string is louder.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A long string makes a low sound and a short string makes a high sound.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The siren makes it louder.",irrelevant
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The long one makes a lower sound but the short one be higher.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A shorter string makes a lower pitch and a longer string makes a higher pitch.",contradictory
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Smaller string has high pitch and bigger string has lower pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||It will be too low if you pluck the short string. It is loud when you pluck the long string.",contradictory
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Lowest string has the highest pitch. Highest string has the lowest pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Because if you pluck a short string it will make a high pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The littler string is louder then the big string.",partially_correct_incomplete
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||When you plucked the shorter string it makes a higher.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short string is high and the long one is lower.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The long string is going to be lower, the shorter string is going to be higher.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The small string has a higher pitch because you pluck it and it goes so fast that it has a high pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The long strings make a low pitch sound because the string is long than the others.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The sound of a short string is like a ding a long string sounds like a dong.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The longer string is lower and the shorter string is higher.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The shorter strings make a higher sound because the vibrations do not travel as long.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short string has a higher pitch the long string has a lower pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The longer the string the lower the pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The small side would have a high pitch Because it vibrates faster.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Well when you pluck the small string it is a louder pitch Because the smaller string is higher the pitch the Bigger the string the lower the pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Long will make a higher pitch short will make a lower pitch.",contradictory
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short string has a higher pitch. The longer string has a lower pitch.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short string will be High and the long string will be low.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A short string makes a low note because it has less room to vibrate.",contradictory
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short one is louder than the long one.",partially_correct_incomplete
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A long string has more room to vibrate so it makes a low sound and it is opposite for a short string.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||Because the short one has more air so when you hit it it bring a low sound.",contradictory
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The long string got more room to vibrate than the little string.",partially_correct_incomplete
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||A short string is a higher pitch than lengthier string.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The longer string is low and the shorter string is high.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||It could be higher.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short one would be louder. The long one would be quieter.",partially_correct_incomplete
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The longer string will make a lower sound. And the smaller string makes a Higher sound.",correct
"A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.||If the string is shorter, the pitch will be higher. If the string is longer, the pitch will be lower.||The short string will make a sound that is high and the long string is low.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||They use different sizes of marbles.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Some marbles are different sizes.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think the marbles had a different weight.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The marbles might be different sizes.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Bee's groups maybe had bigger marbles then the other group.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think the marbles were different sizes.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The first group had smaller marbles.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think Bee's group had more mass in their marbles than Jin's group.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Maybe they had different size of marble.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think that the marbles weighed different because they might of had one marble that was a different weight than and there.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||They maybe used paperclips and paperclips are not the same size.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The marbles are different sizes.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||One use small and big and marbles one use 60 and the other 60.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Maybe they had bigger marbles than the other team.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Because they use marbles and apple.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think they have to put more marbles.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Maybe the balance was a little off.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||One group did not zero out the balance one did.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Because there all sort of apples and they do all weigh different.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Bigger grams.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think they did not zero it out on the balance beam.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||I think they do not balance the beam.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Jin's group had big marbles and Bee's group had small marbles.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Maybe Jin's group did it by doing it up to down and Bee's group did it by going around.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Because they are both different.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Maybe because the marbles are different sizes.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The marbles are different.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||They weighed it wrong.",irrelevant
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The marbles are not same weight.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Different sized marbles.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Different sizes of marbles.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Marbles can weigh different. Different mass.",correct
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The marbles have different mass.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||Marbles in Bee's group is bigger.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||The apples are different sizes.",partially_correct_incomplete
"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?||The marbles used by the 2 groups were probably different masses.||They do not have the same number.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because first she put eggshells then the next day she made a solution.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because bubble came out of the eggshell.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||I think she made a solution because the eggshells and bubbles disappeared.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||She made a solution because she said that the water was clear and that is a solution.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||I think she did a solution because it had bubbles.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because the eggshells were gone.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because it was clear.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||That is because a solution is clear that you could see through.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||She made a solution because the eggshells had disappeared and it cannot be separated.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because the eggshells were gone and the water was left, inside was clear that why she thinks that she made a solution.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||It was a reaction because it fizz and bubble up.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||The mixture was clear and eggshell was gone.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because bubbles are one sign of a gas.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||She thinks she made a solution because the eggshell dissolved in the vinegar and bubbled up and turned clear.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because the eggshell was gone and it was clear.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Grace mixed 2 materials together and the solution ended up clear.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because she thinks that the eggshells and the water reaction and she think during the reaction the eggshell dissolved.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||She thinks she made a solution because the solute dissolved and the water is clear.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Grace thinks she made a solution because first she put eggshells into a cup and covered them up with vinegar and then small bubbles appeared on the surface of the eggshell and a couple of days the eggshells were gone and the liquid was clear.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Yes because she saw the gas on and the vinegar was clear.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because a solution is when a solute and a solvent are mixed and she did that.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because she put eggshells in a cup and covered them with vinegar and after a couple of days she saw that they were gone.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||The eggshells dissolved a solution is when the solvent dissolve.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||The vinegar destroyed the eggshells.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because he used something that can make it bubble.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||I think Grace thinks she made a solution because she mixed eggshells and vinegar together.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because at the end the eggshell was gone and the water was clear.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Grace thinks she made a solution because the eggshells disappeared into the liquid.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||I think the reason why Grace thinks she made a solution is because the eggshells went away after awhile.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||I think she did make a solution because a solution is when 2 or more materials are mixed together and one disappears into the other.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because it turned into a clear liquid solution.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||She thinks the water was clear, which it was so it was a solution.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because there were more bubbles everyday.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because she said the water was clear. When water is clear then it is a solution.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||It is a solution because the eggshells disappeared leaving liquid clear making a solution.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.||A solution was created when the eggshells disappeared (dissolved) and the mixture ended up as a clear liquid.||Because she mixed the vinegar with the eggshells and later bubbles started to show up then it cleared.",correct
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because the little things help me. All I know A is the dry soil.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. The graph helped me because the dry soil gets hot. The one that gets hot between water and dry soil is dry soil. The soil gets hotter because it absorbs more heat.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because of 20 number it helps by the line.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Dry soil cools faster than water.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. A, because it is hotter than the B and dry soil fast more fast than the water heat.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because the dry soil absorbs heat and traps the heat.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because dry soil heats up faster than water.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||B. dry soil heats up faster than water because dry soil is like sand gets hot fast.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. I knew dry soil was B because it lets in heat fast and lets it go fast, so dry soil is not a good heat sink.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because A was the higher than the other one because it is hot inside because dry not wet.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because container A has a higher temperature and dry soil does not contain water so the temperature is going to be high.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because water is the best heat sink and heat sinks absorb solar energy slowly and release it slowly. Dry soil is a heat sink too, but is not the best.",correct
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. B because dry soil is not that high than the water one.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||B. because A has the highest temperature and B has the lowest.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||B. Because line A is hotter. Water tends to get hotter than anything. So the soil is line B. Soil cannot get as hot as 44 to 43 Celsius.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because soil heats up faster.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. The graph helped me by showing the temperature. The dry soil is darker with no heat sink material like water to slow the absorption of heat.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Dry soil heats up quickly and more than water but loses its heat quickly like line A on the graph.",correct
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because dry soil heats more in the sun.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. The graph helped me decide which container had the dry soil because I know that water is a heat sink and I know that heat sinks bring in heat slower and lets it out slow.",correct
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Had wet soil it takes a longer time for it to heat up. So the dry soil would heat up faster.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||B. The graph helped me because dry soil is not a heat sink like water so it does not absorb the heat as fast.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||B. Well, I know that water will heat up faster and I thought that maybe the soil will not heat up faster.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. A because dry heats up faster because it has no breeze or moisten anything to where is absorbs more.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because dry soil absorbs solar energy faster because it is not a heat sink.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because water is a heat sink so it heats up slowly and soil heats up quickly.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Because it heats up faster.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. The graph help me because I know that dry soil is black which perhaps it will get hotter unlike the water it reflects the sun's energy.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Water makes things cooler so the dry soil gets hotter.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. I know that container A had the dry soil because dry soil heats up the fastest in the sun and goes down in the shade.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||B. The graph helped me decide which container had dry soil because I know that water is a better heat sink and wet soil has water in it.",contradictory
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. A was the highest because dry soil heats faster.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Container A had dry soil because non wet materials or dry materials will heat up faster than wet materials because wet materials are heat sinks and they take longer to absorb and release heat.",correct
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Dry soil is A because dry soil is a earth material and absorbs the sun's energy more than B.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. It helped me because container A has the highest temperature than container B.",partially_correct_incomplete
"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.||A. Dry soil heats more quickly and cools off more quickly than water. The graph shows A heats and cools more quickly than B, so A must be the dry soil.||A. Water is a heat sink and will heat up slow but there is no water in dry soil so it heats up fast.",contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||Earth material get deposited and forms a delta.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||It goes to a different place.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||Earth material gets deposited to another place.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||They go to a different place.,irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The materials like burst away.,contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth materials that were weathered away by the erosion flow farther in water or just move away from where they were.,contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition earth materials are moved to different places.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The eroded earth materials during deposition get deposited to a different area.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth material gets worn away.,contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth explains the and it will but it will explode.,irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||What happens to it is that the deposition goes more far away from the stream table.,irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth material will break into little pieces.,irrelevant
"What happens to earth materials during deposition?||Earth materials settle out during deposition.||First, erosion wears all the materials away. Then, deposition makes a v shaped valley.",irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||They go to the mouth of river and deposits there.,correct
"What happens to earth materials during deposition?||Earth materials settle out during deposition.||The socks, sand, and clay start to make a bigger canyon.",irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth materials are carried away and dropped off at the end.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth materials get carried away during deposition.,contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||Earth materials get carried away.,contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition earth materials would get carried away to a new location.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||Earth materials are washed away and settled to the bottom.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||Earth materials are washed downstream and then start to build up land.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||Deposition is when earth materials move from one.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||They are dark in new places.,irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth materials that have been eroded is deposited at the mouth of a river or stream forming a delta.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||It is placed and left in deltas and riverbanks.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||After deposition earth material is carried out to river banks. Deltas form and into the ocean.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth materials were broken down and separated.,contradictory
What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition the materials are getting washed downstream and when the river comes to an opening they get deposited.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition earth materials get deposited into other places.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The wearing down of earth material which will deposited.,irrelevant
What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition earth material settles to the bottom of a river.,correct
What happens to earth materials during deposition?||Earth materials settle out during deposition.||They are carried and stack upon each other and settle to the bottom.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||The earth materials is get carried off to the mouth of a river.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition earth materials are moved to a different place.,partially_correct_incomplete
What happens to earth materials during deposition?||Earth materials settle out during deposition.||What happens to earth material during deposition is that the materials are worn away from the earth.,irrelevant
"What happens to earth materials during deposition?||Earth materials settle out during deposition.||During deposition earth material is deposited it formed deltas, a canyon, and a channel.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid was too big to go through the filter paper.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the little piece of the liquid and the undissolved is bigger.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||It is separate because the paper filter is liquid.",irrelevant
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the solid is too heavy to go through the paper.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Solid is too big to go through the filter hole. Liquid is just water that can go through almost anything.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the filter cannot hold the water because the filter already has water in it.",irrelevant
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The holes in the filter are smaller than the solid particles, and the water particles are smaller than the holes, so the water goes through the filter while the solid will not go through.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the particle size was too big and the filter could not hold any more water because it was wet.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because when the solid touches the side, it sticks.",irrelevant
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the solid was bigger than the liquid so it got stuck!",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because she did not wet the filter and when she put the water they got wet.",irrelevant
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the materials are too big to go through the holes but the water is not too big to go through the holes in the filter.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||It stays in the filter because the solid material does not count as the solution.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid does not go through the filter like the liquid because the liquid is small enough to go through the filter but the solid is too large.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because it is a thick.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the holes in the filter are too small for the solid to go through them.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid stayed in because it was too big to go through the microscopic holes in the filter paper.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid stays in the filter because the particles are too big to go through but dissolved can go through because the particles are small enough.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||It stays at the top because it is too big to go through the filter and the water is just a liquid.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid is hard. It cannot go through because it is not a liquid.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the solute in the saturated solution dissolved and were dispersed equally. The material that did not go through was too big to go through.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the materials are stuck together with water and cannot go through the tiny holes in the filter.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because when the water goes through the filter some water stays which helps the filter catch the sugar.",irrelevant
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because it is too thick to slide down the filter.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the solid stay because it is too big and water it can just go through things like that.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because they are big.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid stayed in because it was not as watery and it was bigger chucks. The liquid is watery and so it went through.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid stays in the filter because the filter's holes are too small for the liquid to go through.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because paper absorbent and solids cannot go through solids.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The liquid was too big to go through the holes.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because in the filter paper there are little holes!",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid would be too big to pass through the small holes in the filter paper.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||The solid stays because its particle size was too large to go through the filter.",correct
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because water goes through the paper and the salt is not water.",irrelevant
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the liquid is a substance that can go through most objects with small or tiny holes and solid cannot.",partially_correct_incomplete
"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?||The particles of the solid are too big to go through the holes in the paper filter.||Because the solid did not dissolve.",irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||If it show on south east the shadow will be facing north east.,irrelevant
"Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||In the early afternoon it would look point, north east.",irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree has a shadow because the tree blocked the sun from hitting the ground.,correct
"Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||There is a shadow there because the sun is behind it and light cannot go through solid objects. Note, I think that question was kind of dumb.",correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is over it.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the tree is of front.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun hits the tree with light and part of the tree is breaking it creates a shadow.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because everything has a shadow and because of the sun.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The sun goes over us and we go around.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||So it could look like a shadow to us.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is hitting the tree and it is making a shadow.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is up.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The object of the shadow is blocking light so there would be a shadow.,partially_correct_incomplete
"Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is hitting at an object, and making a shadow.",correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree is blocking the sun rays.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is on the east part and the trees block the sun.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because it is an object and it covers part of the sun's brightness.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because when an opaque object stands in the way of light the shadow is what replaces the light that should have been there.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the tree is in the sun's way so it will cast off a shadow.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because it either has the light on it or some kind of light on it.,irrelevant
"Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree in this picture has a shadow because the tree is something that can be reflected to the ground by the sun, and in this picture, the sun is out.",partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||It has a shadow because the sun is facing one part of the tree and the dark part of the tree becomes a shadow.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree in the picture below has a shadow because the light hits the object and why there a shadow is because the light is being blocked off from front on back of the object.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is going on it and it is blocking the light.,correct
"Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because when a substance of an object blocks light, it creates a shadow.",partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the tree is blocking the sunshine.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the tree is an object that is blocking the light.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because it blocks the light source that is trying to get through.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is up.,irrelevant
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||Because the sun is behind the tree and the shadow is in front of it.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree has a shadow because there is a sun.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree has a shadow because it is an object that block a light.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree shown in the picture has a shadow because tree blocked the light of the sun.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||It has a shadow because the tree is blocking the light from getting away.,partially_correct_incomplete
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree is an object blocking the sun so it has a shadow.,correct
Why does the tree shown in the picture have a shadow?||The tree blocks the light from the Sun.||The tree has a shadow because it is blocking the sun's light.,correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena should add shelter.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She needs shelter.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena has to put homes inside of the habitat.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She needs to add another house or shelter and maybe a female.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena should include another home.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||More shelter.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Put a glass in the center of the tank.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Get her own shelter for that lizard.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||A lizard needs food, home, space, air, water.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||A structure for the next lizard.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena should make special places for both of them otherwise they will fight.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Maybe she could put in 2 females also.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||A new bed.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Some twigs, rocks and air.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||I think she would need to put some wood need some wood.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Maybe some shelter or some grass.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She would have to know the food the lizards want.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She is going to need food for both of them, water, space and shelter.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She needs to observe her lizard.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Some leaves and some wood.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Water and food.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Another shelter.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||The shelter and other basic needs.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She should add another shelter.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Well, food, water, some leaves, some dirt, a stick or 2 and some rocks and grass.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena should put leaves, logs, and tree branches in the habitat.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She should get a bigger and food and water.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena should put more food and water.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She should add shelter and space.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Elena should be sure to have either 2 habitats or a lot of space so each lizard does not have to fight over space.",partially_correct_incomplete
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She should put a prop of a lizard to see if her lizard will let it be or fight it.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Grass.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She should make sure they are nice to each other.",irrelevant
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Shelter, space, and homes.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||Another house for the lizard.",correct
"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?||Elena should include a separate shelter for each lizard.||She or he should add more space and almost everything lizards need.",partially_correct_incomplete
"What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Like a small river getting big, deltas are formed when a regular river is out to a ocean or lake. Over time the water will erode the mouth into a fan shaped deposit.",partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A river rock earth motional with it and deposits it at the mouth. There is forming a delta.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas are earth materials that are carried away by the river and settle.,contradictory
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A delta forms at the mouth of a river when earth material is carried away in a river.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||They come from water and water just keeps on building up.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A erosion happen and over the time it forms.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||The depositions collapsing into them.,irrelevant
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||It forms by a deposit of earth materials at mouth of a stream or river.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas are formed because the water takes the sand to the end of the river where it piles up and forms a delta.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Delta forms by water or a river.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Delta is formed because the mouth is full of water or melted ice.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||It is formed by a mouth of river of stream.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||It is formed by amount river or stream.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas form by depositions with water.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A deposition at the mouth of the river.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A delta is formed when water is deposited.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Delta is form by different kinds of rock and gravity.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||I pick gravity because gravity is like process.,irrelevant
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||It forms with gravity because it is like metal and plastic.,irrelevant
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||By earth materials moving then stopping where the delta is.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||By running water.,partially_correct_incomplete
"What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||As the water from the mountain comes and invades the place, it starts the canyon then it meanders around until it comes to another larger body of water and the delta is the end of the lake and beginning of the lake.",partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A canyon is formed and the water pushes the dirt and other materials into a fan shape.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas are form by erosion and deposition.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Earth materials are carried by water and dropped under the water settling at the bottom of the river.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas are formed by deposition that is when earth materials are carried away then let off at another place to form a delta.,partially_correct_incomplete
"What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas form when water is run over a plateau for a long period of time and when the water runs somewhere else, that place where it runs out is a delta.",partially_correct_incomplete
"What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A delta forms whenever a river picks up dirt, sand and clay and carries them to the mouth of the river were it is weakened so it drops the materials and forms a delta.",correct
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas are formed by water carrying earth materials and not have enough force to push the materials so it lets the materials go.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||It forms when a river goes to a larger part of water and it leaves particles behind.,correct
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Sand gets carried away by the river and settles at the mouth and forms a delta.,correct
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||A delta is formed when flowing water pushes sand to opposite sides forming a delta.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas form by rivers flowing and pushing sediment to the side.,partially_correct_incomplete
What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.||Earth materials erode and are carried by flowing water (a river). The earth materials form a delta when the materials are dropped off or deposited when the water stops flowing (at the mouth of a river).||Deltas form by water running over it.,partially_correct_incomplete
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||If you get it right it will not have much Frequency.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||If the strings were tightened it would make a high sound.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It was soft then it got louder.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||Because there is more tension so the vibrations go faster.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It goes higher.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The string is lower when you tightened it.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It was a high pitch when she hit the string when it was not holding down the string it was a lower sound.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It was louder Because she made more tension.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The string had a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It would make a High sound.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It was higher.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It would either make the pitch higher or lower.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The pitch higher so it was more of a ding than a bring.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||Lower because if you pull on the string it is lower.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When you tighten it it makes a higher pitched.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||Well when it is tightened you can not pull it that far so it makes a different sound.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It is lower pitch when it is tighten so if it is looser then it is high pitch.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It got high pitch and lower volume.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When you tighten it up it would sound different.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The string was tighter.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||I know that it is a low pitch.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It would be a low pitch.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It will be louder.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The string makes a low pitch.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When the string is tightened the string comes more out of the guitar part so the string in the guitar part is smaller so the pitch it higher.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When she tightened the string there was a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When the string is tightened, the pitch is higher not lower.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The string made a higher pitch because it made it stop earlier which makes a higher pitch.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When you make it long it make it low sound when you make it short it a height sound.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When it was loose the sound was soft but when it was tighten it is low.",contradictory
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The string was higher pitch because it had more tension.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The tighter the string the higher it gets.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||When she make the the loose it get the sound lower.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||The pitch is higher.",correct
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||It was louder because the string was tighter.",irrelevant
"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.||When the string was tighter, the pitch was higher.||By moving her finger.",irrelevant
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, because with pure sugar is higher than 200 milliliters and Fruity Cream cookies is 150 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||They are not pure sugar. My evidence is pure sugar has 200 milliliters. They only have 150.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||I think yes and no because cookies are not just pure sugar they are sweet as well so they do have sugar but not a whole lot of sugar.",contradictory
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Fruity Cream cookies is not pure sugar because it would be as high as the volume tube with pure sugar.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No because the Fruity Cream cookies are only 150 milliliters while pure sugar is 200 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, they are not pure sugar because the pure sugar is 200 milliliters and the cookie Is 150 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream cookies have 150 milliliters of carbon dioxide and pure sugar has 200 milliliters carbon dioxide.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No but they do have sugar. If it was pure sugar, it would be 200 milliliters not 150 milliliters like it is.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No because the experiment tells so cookies have 150 while sugar has 200.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No because they had less carbon dioxide than the pure sugar did.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Fruity Cream cookies are not pure sugar because if it was pure sugar, it would be just like the pure sugar in other tube.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No Fruity Cream cookies are not pure sugar. My evidence is that there was more carbon dioxide in the pure sugar volume tube than in the Fruity Cream cookies tube. And carbon dioxide is provided when yeast has warmth sugar and water.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Fruity Cream cookies are not pure sugar. I know this because if the Fruity Cream cookies were pure sugar the volume tube would read the same.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||The Fruity Cream is not pure sugar because the cookie amount of milliliters does not meet the amount of milliliters in pure sugar.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Finally Cream cookies are not pure sugar I know that because.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No because on the diagram it shows pure sugar is more than Fruity Cream cookies.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No Fruity Cream cookies are not pure sugar because it is fruity. Fruity means it is fruit.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Yes because Fruity Cream cookies have sugar.",contradictory
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||They are almost pure sugar because they column tube on the left is above 200 milliliters and the one on the right is below.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, because they have less carbon dioxide than pure sugar.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream is not pure sugar the chart says that the cookies are at 150 milliliters and pure sugar is 200 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Fruity Cream cookies are pure sugar, because the volume tube tells if it has sugar and it has sugar because it is sweet.",contradictory
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, because on the top it has the name of the cookies and it shows how much sugar it has in it.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, because there is fruit and fruit does not have that much sugar.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, because the pictures on the right show you that the cookies have less.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Yes, my evidence is that Diva's father said that they were pure sugar.",contradictory
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream cookies are not pure sugar because if you compare it the cookies are not the same mass.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream cookies are not pure sugar because they are not 4 grams.",partially_correct_incomplete
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No they are not pure sugar if it was it would pass 350 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream cookies are not pure sugar because pure sugar is about 200 and Fruity Cream cookies are at least 150 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream cookies is not pure sugar because pure sugar is 200 milliliters and Fruity Cream cookies is less than 200 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, Fruity Cream cookies are not pure sugar. My evidence was, pure sugar result were 200 milliliters and the cookies were 150.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||No, they are not put sugar because when she put the cookies in the volume measure it was not to the highest number.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Fruity Cream cookies have a lot of pure sugar and the cream cookies have less sugar.",irrelevant
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Fruity Cream cookies are not pure sugar and my evidence is that pure sugar is 200 milliliters but Fruity Cream cookies is only 150 milliliters.",correct
"Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?||No, Fruity cream cookies are not pure sugar. The cookies did not produce as much gas as was produced by the pure sugar.||Yes because cookies has a lot of sugar in it.",contradictory
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. When there are more than one thing it get hotter faster and cooler faster too.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because there are more black in it.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. It got more energy to do.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because the more the black, the hotter it gets. The less it has, the cooler it gets.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. The one with 3 disks could of got hot because it had more disks than A or B. Since it has more disks then it was the one that got the hottest because the sun heat got in it more than the other 2.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. C because it holds 3 black papers in the pan with water facing the sun. Black absorbs the heat.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Since more surface area absorbs heat and it was black it makes more sense for it to be more hot.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. I selected pan C because pan C got the most black disks so pan C absorbs more heat.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. There is more black to attract the sun.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||A. Because B and C will take too long to heat up because there is more water in pan B and C.",contradictory
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because there are 3 white cakes in pan C.",contradictory
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because it has more black circles.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. It has more black and black heats up fast.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. I picked C because it has more pans and they will affect the sun.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because it has more black in it that attracts the sun to make it hotter.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. I pick C because that is the highest of the other.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. I think it would be the hottest because it has more black.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because it has the most plastic disks.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. The cake pan C had the most black in it so it warmed up the quickest and made the water warmer.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. It has more black disks to absorb more heat.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Pan C had the largest surface area to absorb the heat from the sun, so pan C became the warmest pan in the sun.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Well it has more black, and the sun's heat is attracted by dark colors, so the heat would stay on C.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. The black disks absorbs the heat so the width of the disk, the more the heats expands when it touches the water place will be heated up.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||A. Water is a heat sink which slows down the absorption of the heat so the more water the less heat in the pan.",contradictory
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. It has more black parts.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because there are 3 heat sinks on C which will keep the pan warm in the night.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because the more black it is the more the black is absorbing and making the water the hottest.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||A. Because energy did not have much to heat so it focused on that one thing.",contradictory
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. C, because there is more black in C than any other cake pan. The more black the hotter it will get because black absorbs the sun's energy.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. They all absorbed the heat. When these disks they absorb and pass the heat between all of them and that is why.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Because the pan has more disks but they also are small so they would heat up easily.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Box C has the most surface area covered so all the plastic circles would absorb energy so it would be the warmest.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. It has more black circles.",partially_correct_incomplete
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||A. Because the pancake needed some room and it needs lots of tarp in order for it to have it cooked.",contradictory
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. The one with 3 is hotter because more black absorbs more heat.",correct
"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.||C. Black absorbs more heat (energy) than white. Pan C has the most dark surface area so C would heat up the fastest and have the highest temperature.||C. Pan C has more black disks so the heat will be absorbed because the more black there is the more heat is absorbed.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because a string is not made of iron or steel.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||It would not work. It would have to be a wire to be able to work because it is not metal.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because string is not made of metal and it cannot conduct electricity.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because it need to be made of metal to conduct electricity.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because the electricity will not go through the string because it has to be some steel or iron.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||Because it will not let electricity through the string.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No it is not metal.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because a piece of string is not a conductor.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because Electricity can only go thorough objects that contain metal.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, It has to be a wire to connect. The wire has things in it to connect it.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because string cannot hold the electricity through it.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because it is not metal and it does not allow electricity to get through.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No. The string is not made of metal.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||You cannot because a piece of string is not steel metal or iron so it cannot go through.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||You could not do that because the circuit would not make it.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because it is made of thread.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because the string had not metal or iron.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, it will not work because you have to have some kind of metal to make it work.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No it has to hook up to the D-cell.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||You cannot because it is an insulator.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because electricity does not flow through string.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||It could not because electricity cannot go through sting.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because a piece of string does not have electricity in it.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No! You need another wire to connection.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because it needs a path of electricity. It would need a wire.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because it does not have a wire and it cannot get energy.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because a piece of string is not something made of wire and cannot carry electricity through that type of material.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because it does not have any metal.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||Yes and why is that up put in the 2 holes and the you can make electricity.",contradictory
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, because the electricity cannot flow through the yarn.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No, you cannot. That is because it does not conduct electricity.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because you need to have a aluminum foil.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||You cannot use a piece of string because it has no electricity in it.",correct
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because it is a String.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||No because the string is not a wire.",partially_correct_incomplete
"Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?||No, string is an insulator, so the pathway would not be completed.||You cannot use a piece of string to make a connection because only aluminum, iron, steel and brass can.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||This graph tells me this tree has a lot of rings.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||How long it took to get a number of rings.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The graph tells you over time how many rings are in the tree.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The graph tells me that the number of rings is really high.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||It tells me the number of rings grows. So does the time.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||How old the tree is.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||This graph tells me the number of the tree's rings and how long.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||That it goes from 0 and up.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The number of times it rings and the times.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||That there is a lot of rings and a lot of time.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||I think the graph tells me that all the numbers are common.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||It tells me that the older the tree the more rings it has.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||I think this graph tells me that the time is about 25 seconds and the number of tree rings 20 times.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The graph tells you the number of tree rings.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||That the time goes up.",partially_correct_incomplete
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The more the time the more the tree rings.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||It shows you the number of tree rings and the time.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||This graph tells me the number of tree rings on the y axis and tells me the time on the x axis.",irrelevant
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||Number of tree rings gets larger over time.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the of tree rings go up.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number of tree rings increases.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number of tree rings increases.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number of tree rings increases.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number of tree rings grows higher.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number goes up.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number of tree ring are higher.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number gets larger.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the number of tree rings are increasing as it goes.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the of number of tree rings go up.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||As time goes on the tree rings are going up.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The tree rings and time are both increasing.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The number of tree rings and the time is increasing.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||That the time increasing and the tree rings are increasing too.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The time is increasing the tree rings are increasing.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||They are both are increasing.",correct
"Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.||As time increases, the number of tree rings also increases.||The rings and the tree rings are increasing.",partially_correct_incomplete
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the swinger the less swings it makes.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||How fast the swinger is and how far it has to travel to complete one rotation.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the string the less swings or, the shorter the string the more swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the string the less it swings because it takes longer to swing.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The shorter it is it swings more, and the longer it is it swings less.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the swinging string is the less times it will swing and when it is a smaller string it goes faster.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The shorter the string the faster it swings and the longer the string the slower it swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the pendulum it will not swing that much.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the swinger is longer, than it has a longer distance to swing.",partially_correct_incomplete
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||I smaller the string the more amount of numbers.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the string the less swings the shorter the more swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the string is smaller it swings more times if it is longer it swings less times.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the string, the longer the traveling distance so the less times if goes back and forth.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The relationship between the string and swinger is that they are different areas and lengths.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If you made your string like 25 centimeters long it would probably swing 10 to 12 times because it is sort of long and short.",contradictory
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the string is shorter, it will swing more than if the string is long.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the string is short it goes faster swings a lot more than a long one.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The string should be short and it will go faster.",partially_correct_incomplete
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the string is longer it will go slower.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The shorter the string the more times it swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The smaller the string the more the swing. The longer the string less swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||That they both work together.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||Well if the string is long it swings less times but if it is short it swings more times.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the swinger is smaller it will swing faster if it was longer it will swing slower, If it is really really long it will only swing 5 times.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||It would make 30 swings in 15 seconds.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||It can swing 30 seconds and not stop when you swing it.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If the string is made shorter it will swing more. If the string is made longer it will swing less.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The bigger the length the slower it is the smaller the length is the faster.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||They each have to be ready to swing.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||If they made a swinger for like 20 inches it can swing less or high.",partially_correct_incomplete
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||It changes the number of the swing.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||Is because the longer the string the shorter of swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the less swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||In 15 seconds it will swing 12 times.",irrelevant
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||How long the string is how much it got less swings. How short the string is how much it got more swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The shorter the string the more swings the longer the string the less the swings.",correct
"Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.||The shorter the string is, the more the string swings in 15 seconds.  The longer the string is, the less the string swings in 15 seconds.||The longer the string the less swings The shorter the string the more swings.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Putting the bag of yeast, warm whatever the food sample you are tasting.",irrelevant
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever food has the most carbohydrates has more sugar. And that is how she will know her results.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Finally Susan will have to get a volume tube put the bag in it and press down. Then you are done.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Susan will know which food contains the most sugar by how high the volume tube goes. Look at the one with the highest number or highest volume tube.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||If one puff up more that means that it has sugar in it.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know because the bag that was highest in the volume tube when pressing down has the most sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The number that is higher when you put the bags in them push until pressure has more sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||By how much carbon dioxide. The fattest bag.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||When the volume tube shows that the food has more carbon dioxide in it, that means that food has the most sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||By the volume tube how much carbon dioxide. The more carbon dioxide the more sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Susan will know how much sugar is in the foods by putting each bag in a volume tube one at a time. When her finder stops after pushing the top, the bottom of the part she pushes down will be on a number. That number is the milliliters of sugar in the food. Whichever number is the highest, that means that food has the most sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever bag has the highest recording has the most sugar.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know because one bag will be different.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||If how much carbon dioxide there is in the volume tube.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The food with most carbon dioxide has the most sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Susan will know which food contains the most sugar seeing which one has the most carbon dioxide.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The bag with the most carbon dioxide has the most sugar in it.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The food that has the most, carbon dioxide, carbon dioxide has the most sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||When the timer stop for 10 minutes put the baggie into the volume tube to see which food had the most sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know which one has the most sugar by measuring the volume and if the food has a lot of sugar. You will see it because it will have a lot of carbon dioxide in the bag.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She will know how much sugar does one have by looking at the bags. If one has a lot of air then that one produces more sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The yeast will react and the bag is going to fill up with and measure it with air and measure it with a volume measure.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The one that has the most sugar is inflated and fat.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||I will have big grease stain.",irrelevant
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The more sugar the more carbon dioxide and the more carbon dioxide the bigger the volume.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Maybe by using the value shared.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Compare the bags and see which one has the most gas in the bag. The one that has the most has the most carbohydrates or sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The more air in the bag, the more sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Compare the bags to see which bag has more carbon dioxide in it 50, the more carbon dioxide in the bag the more sugar the food has.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||She would know by the volume tube.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The more carbon dioxide the more sugar.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever one has the most carbon dioxide in the baggy has the most carbohydrates.",correct
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whatever has the most milliliters of poop will have the most sugar.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||The one without the fat spot.",contradictory
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||Whichever food item has the highest number. The highest one is the one with more sugar in it.",partially_correct_incomplete
"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?||Susan should compare the amount of gas in each bag. The bag with the most gas contains the food with the most sugar.||There will be more, bubbles, gas than the other.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||The rug was 12.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They can measure the rug with a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a measuring tape and that is how they will get the same answer.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Next time they can use a measuring tape to be more accurate.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should use a standard measurement.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||The size of the rug was 18 grams.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Have Mary come over and measure her room too.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter tape, a centimeter ruler, or a inch ruler.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should use a standard metric unit to measure the rug like a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a ruler.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||She can measure with a centimeters.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a standard unit to measure the rug.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a standard measurement.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should return it and get another rug and measure with a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a standard measurement like a meter.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They can use a metric tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They have to get a measure tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a meter stick.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could have used a meter tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could buy a new rug and see if it fits.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could get a meter tape and see how long it is.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||By using a measuring tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||She could use measuring tape and see how much is it.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Sharice could have the rug and her wall before buying the rug.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Use a meter.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Take the rug and if it fits buy it.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||With a centimeters tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||To use a centimeters tape.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||Cut it.",irrelevant
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They should use a standard unit of measure like a meter stick.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They could use a ruler to measure the rug better then they got the right answer.",correct
"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?||Use a standard unit of measurement such as centimeters or meters.||They can use meters or a tape measure.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motors will not run because it goes from the positive side to the positive side it has to go from positive to negative to work.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not work because the positive is going to the positive end, the positive need to run into the negative side for it to run.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It is not put to series.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because it is hooked up negative to negative and positive to positive.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It needs to be negative to positive.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not work because it is negative to negative, it has to positive to negative.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The batteries are negative to negative.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not run because negative and negative and positive and positive are facing the same way.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because the wires in between the D-cells are connected to the same end.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It is go out the wrong way.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The 2 negative ends of the D-cells are facing each other and the electricity cannot get out.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Both of the motors are hooked up to the positive wire, in order for it to work one has to be hooked to a positive and the other has to be hooked up to a negative.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||They will not run because the electricity is going in a circle. And the electricity would be run in and out.",contradictory
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motors at the right will not run because the electricity flows out of the negative side and they have the D-cells trying to make electricity flow out the positive side.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||One battery is the wrong way.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not run because there is not enough D-cells to make both of them work.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because a negative and a negative will not work.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motor shall not run because electricity flows out of the negative side of the battery.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motors will not run because the D-cells has to be switched around.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||They will not run because the electricity gets stopped when it goes through the D-cells.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motors shown at the right will not run because 2 negatives are connected.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The wires are not supposed to be connected like that.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because you need more wires.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because the motors do not have a minus side. They both have a positive side.",contradictory
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motor at the right will not run because each one does not have a positive and a negative.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because positive is facing it.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Maybe the left wire went out of energy so maybe the right one went out of energy so both of them are out.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||If you look very closely the positive to positive and negative to negative. Positive and positive do not go together.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||It will not work because it is dead battery.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because one has the most power than the other one.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because one D-cell has to be between the motors.",irrelevant
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The motor will not run because it is in an open circuit.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The wires are at the negative end of the battery or D-cell so the motor is not going to run because the wire is at the negative end.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The D-cell is hooked up to the negative end and the other negative end and it cannot get any energy.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The negative end is pointing at the negative end so no electricity can flow to the motors.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The negative end are sharing so the D-cell is getting all the power.",partially_correct_incomplete
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||Because electricity does not flow from positive to positive they flow from negative to positive.",correct
"The motors shown at the right with the D-cell batteries will NOT run. Explain why.||The negative terminals of the D-cell batteries are facing each other, so there is no flow of electricity.||The electricity is flowing from a positive to a positive end, when the negative should give the electricity to the motor and back to a positive end.",correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose it because all the wires have to be hooked together to make a circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose no because there has to be another wire connecting the 2 or you can use a switch.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because there needs to be another wire.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because it got half of it cut off so you cannot make it go back and forth.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||No because the circuit got cut off.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It is not in a circle.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose it because there needs to be more wires on the sign.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||To see if the energy goes through it or not to make a circuit.,partially_correct_incomplete
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It does not have the wire to make it a complete circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It is not a circuit at all.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because it is not flowing in a circle.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose that answer because it is not a complete circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose it because the wire is not connected right to the D-cell.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||There is no source.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||The wire cannot make the motor run.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because the line are not connected.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||There is an open circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because there is a no battery for the motor to work.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because the is no D-cell.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose that answer because there is no battery.,irrelevant
"Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||No, because the circuit need to be connected on both sides.",correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I picked that one because the line on the left is not hooked to anything.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose that answer because it has a positive and a negative.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose no because it is not a complete circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose no because the circuit is not closed.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose no because it is not a complete circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I choose that answer because there is no switch to turn it on.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because it is not complete.,correct
"Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||No, because it is not a full circuit.",correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||Because it no a circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose that answer because it is not a complete circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It will not work because you have to have a battery or it will not work.,irrelevant
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It will not work because it have a open circuit.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It is an open circuit so it will not run.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||I chose that answer because one of the 2 ends are not touching.,correct
Look at the diagram of a circuit at the right. Will the motor run? Why?||The circuit is not complete. The electrical pathway is broken.||It is not a complete circuit.,correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because it is larger. B is very skinny.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Box A got hotter because the temperature in the graph helped me decide.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Her box got the hottest so it had to be A. It had to be A because it was laying down and the sun could get in it more faster than David's.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. The results help me find this out.",partially_correct_incomplete
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Julie's box had more black so the box was hotter because the more black the more the heat the black absorb. So that is why I chose Julie's because in my graph hers was the highest.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. I looked at the chart.",partially_correct_incomplete
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. It has higher results and her box is long and of course skinny.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Solar water heater A was painted more black so that one got hotter.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||Both. They are both have the same centimeters but A is down and B is up so A and B are the same but different.",contradictory
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. The box had a bigger black spot to hold and attract more heat.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because more heat would go into the small box than the long big box.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. I think Julie is A because when first temperature. I did her first so I think she is A.",partially_correct_incomplete
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||B. Because Julie's has bigger numbers in the chart and letter B looks bigger but with the same amount of everything.",contradictory
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. A because black is shown more on the bottom and so the black absorbed the heat.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||B. Because his temperature is more taller than David because they are different by how they are.",contradictory
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||B. Because B is more taller and it has a smaller top and it is not that extended like A. A is a transfer rate of heat. B preserves more solar energy.",contradictory
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Water can heat up faster in a wide tank because the water is not deep. Julie has the hottest degree Celsius.",partially_correct_incomplete
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Box A is laid horizontally. The sun is hitting mostly the top. Box A has a bigger top than box B. Thus making box A hotter.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. A is set flat down on the ground spreading the water around and it has a larger black space which will absorb more heat heating the water faster.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. I choose A because it heated up faster and was spread out so it heated up faster.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Since more of hers were on the ground on something dark it would absorb more heat because dark colors absorb more heat.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. The evidence that supports my answer is A box because with a long section colored black, the solar heater would absorb more heat and the temperature under Julie's name because the temperature is hotter than David's.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because her box got the highest temperature. And it had more room to heat it up.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. The evidence that supports my answer is that box A had more black in it and the sun would absorb box A more.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. I picked A because the inside had more black space.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because there is more black tarp and under Julie it has higher temperatures. And more black heats up faster so Julie's is A.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because the solar energy meets the collector sooner because it is shorter, so it heats up quicker.",contradictory
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Julie's temperature went higher than David because she has more square units of solar collectors.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Well the more area black covers the hotter it will get. Just like in the table. Since A covers more I thought that A would be a perfect match with the table.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because the more black tarp you have, the hotter it is going to get.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because the bigger box heats up fast and Julie's temperatures were high.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Because she had higher temperatures than David.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. The evidence that supports my answer is the chart or table. I looked at both the temperatures and solar water heaters and I decide, using the chart or table, that A is Julie's.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. Julie made box A because her temperatures were high. Box A has more black than box B. So box A will absorb more heat since it has more black.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. It is box A because the box has more black than the other box and it absorbs the sun is heat.",correct
"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?||A. The water in Julie's heater got hotter faster (or had a greater temperature change in 20 minutes). The collector in heater A has the greater surface area so the water in A would get hotter faster than the water in B.||A. A because it has more black painted than in box B so A absorbs more than B.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet magnetized the first one, then it a temporary magnet and then the next one.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He magnetized it for a minute.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||Because it lets magnetism through the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He was able to do that because the magnetism traveled through the paperclips.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnetism went through the first paperclip to the rest.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||When you pick up a object that object acts like it is a magnet.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||Because if the magnet touches the one paperclip became a temporary magnet and when another paperclip hooked that other paperclip worked like a magnet.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet's force go through the first paperclip to the last paperclip.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||When the first paperclip touched the magnet it became a temporary magnet that is what happened to each of the paperclips as it touched the one before it.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet was turning the paperclips into temporary magnets.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||It was possible because the magnetic force from the magnet ran through the first paperclip almost making that paperclip like a magnet so it was able to pick up more.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||Kurt you were able to pick up that magnet because the energy of the first one was able to pick up more because of the energy.",irrelevant
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnetism is going through the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He rubs the paperclip on the magnet and it flow power through one, 2, 3 paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||Kurt was able to pick up all those paperclips because they are iron and magnetism can flow through iron.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||It was able to pick up all the rest because the magnetism flow through the paperclips.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He is able to by letting the force go through the paperclips and making them all attract not repel because hand makes a repel and that is a magnetism of science.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He was able to because the magnetism was going through the paperclip.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||Well it can do that because the florescent is flowing through all of the paperclips, that is why.",irrelevant
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnetism goes through the paperclip.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnetism force flows through the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet sends magnet through one paperclip to another.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnetic force went through the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnetic force flows through all the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He was able to do that because the magnetic force flows through the paperclips and creates a temporary magnet.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet made the paperclips stick on because the magnetism flowing through.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet has enough power.",irrelevant
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||It picked it up because the paperclips was a magnet.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet hook all of those paperclips together because the magnetic electricity travels through the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The force went through the paperclips so that made it able to pick up all those paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||He did that because the magnet has a lot of power so it picked up on paperclip then that paperclip is a temporary magnet and passes the power.",correct
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The magnet has enough power to pick up more things. What happens is the magnetic field goes around and the clips sticks to clip and then that clips up another and so forth.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||They could pick up paperclips because the magnetism went through the paperclips.",partially_correct_incomplete
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||It is flowing though the magnet so it works.",irrelevant
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The first paperclips gets strong and give it to these conduct and they are one.",irrelevant
"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.||When a paperclip sticks to a magnet, the paperclip turns into a temporary magnet, so the paperclip can stick to other paperclips and other things made of iron.||The paperclip is attaching like a temporary magnet.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because when it fizzing it releases a gas. When a gas forms from 2 materials it is a gas.",partially_correct_incomplete
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because the baking soda and citric acid started out plain but when you poured water in it reacted.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it shows and once you see it you will know that it is a chemical reaction because it starts to look like little bubbles and that is what a chemical reaction is.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it indicates something else is produced.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because the chemicals clash and fizz.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because It means that it is a gas or new material!",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||It created a gas and new material was made.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because the 2 solutes and the solvent made a gas.",partially_correct_incomplete
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||It indicates a gas.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because the bubble makes the solution or mixture different.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it was letting out gas.",partially_correct_incomplete
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Gas was in it so that why it start fizzing.",partially_correct_incomplete
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||It is a clue because it is making a gas and that is a clue so you know that a chemical reaction is about to happen.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because you made a gas.",partially_correct_incomplete
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because a chemical reaction creates gas bubbles or a precipitate.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||It was fizzing because when he a mix baking soda and citric acid together the fizzing have meant that it dissolved and made bubbles.",partially_correct_incomplete
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it shows that something other than just doing nothing.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because something has to happen for the precipitate to be made.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because fizzing is created by gas bubbles.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because fizzing is a sign of gas leaving a material and that is a chemical reaction.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because when it does that you know that you have made gasses and gasses are made when chemical reactions occur.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Fizzing is a reaction.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Sometimes because fizzing means that gas is escaping and that is a chemical reaction.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because if it was just water it would not fizz.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because when it fizzes there is gas and that is a sign of a chemical reaction.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||It is evidence because it made gas and fizzing occurs only when one material does not like the other one.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Fizzing evidence of a chemical reaction because when it fizzes it means it is producing gas.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||It is a chemical reaction because it made a gas and a gas only appears if there is a chemical reaction.",correct
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Something happened so it is a reaction.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because fizzing is a reaction and so it had to be a chemical reaction.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because you are putting 2 mixtures together so when it starts fizzing that is how you know it is a chemical reaction.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it did something.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it fizzed and moved so that is how.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because it is bubbling and bubbling is a reaction when you mix stuff together and it bubbles.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because when more than 2 chemicals are mixed it produces fizzing.",irrelevant
"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?||The fizzing indicates a gas, a new material, is produced. When a new material is produced, a chemical reaction has occurred.||Because the material before did not use to fizz until they were put together.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because after a while small bubbles appeared, but in the next day, bubbles, starting to be more eggshells were disappeared.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||She made a reaction because it started to bubble after a while.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||She made a reaction because bubbles appeared.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||She did make a reaction by saying that there was bubbles in the cup.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||The eggshells were gone.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Grace thinks she made a reaction because bubbles appeared on the eggshells and that is what a reaction is.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there are bubbles and the shells just disappeared.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||There was bubbles but just there was a gas.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because it was bubbles and fizzing.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because it started bubble.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because the eggshells bubbled then dissolved.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because it bubbled.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Bubbles on the eggshells.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there were bubbles.",partially_correct_incomplete
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there was bubbles.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||The bubbles made a reaction.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there were gas bubbles.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because she use eggshells and vinegar then small bubbles appeared then there were more bubbles the eggshells turned into a liquid.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because a reaction is where something combines and changes start which is a fizz or bubbles.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there were a lot of bubbles. That one of the effects of a reaction.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there were gas bubbles.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||It was a slow reaction but when it started to bubble and the shell dissolved it was a reaction.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there was a lot of bubbles on the eggshell after she added the vinegar.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because she saw bubbles.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because she put eggshells in a cup and covered them with vinegar and after a couple of days she saw that they were gone.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||A few bubbles came. Gas.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because the egg shells disappeared.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||She made bubbles and that is a common sign of a reaction.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because she mix more there was fizz.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because there were more bubbles everyday.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because the eggshells bubbled and a few days later the eggshells were gone.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||She did make a reaction because she saw bubbles.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because it bubbled.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because it was gone.",irrelevant
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||Because it had bubbles appearing.",correct
"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.||A reaction was indicated by the bubbles of gas (a new material) being produced.||It bubbled that is why.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It will happen because it is a parallel circuit not a series.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||This will happen because the other 2 bulbs will have a its own pathway, and it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because I think it is a series and series have to share and takes more power to form it.",contradictory
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because there is only one D-Cell so 3 bulbs will definitely not work worse.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because the bulb does not have its own path of electricity to flow.",contradictory
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That happens because it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It happens because the 2 bulbs in the middle are connected together and they both are hooked to the wires.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because the bulbs are in parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It happens because it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That happens because the electricity is still going around the other 2 bulbs.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It stays lit.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That happens because just because one burns out does not mean the rest will and electricity can still flow.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That happens because they each have their own circuit.",partially_correct_incomplete
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That happens because this is a series circuit. A series circuit means that if one bulb burns out they all do.",contradictory
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||They will stay on because it is in a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||The reason is that the bulbs are in a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That happens because it is a parallel circuit which means it should run as long as you do not open the parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It happens because if it is a cut off where I marked it they would still light.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Why, because it is a parallel circuit, and if one burns out they all burn out they all stay on.",contradictory
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||It happens because that string of lights is a parallel string of lights.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||This happens because when a parallel circuit is formed like this one the D-cell still allows the electricity to flow through the circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because it is a cinematic circuit.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||The bulbs are connecting to the same circuit. It will not work.",contradictory
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||The magnetic force will still go through.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because electricity still goes through the wires to the others.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because it is a parallel circuit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||That means it is a parallel circuit and if 2 bulbs burn out one will still be lit.",correct
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because then it will not have a way to go.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||The bulb share the same D-Cell.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||The electricity will still flow through the wires to get to the other lights.",irrelevant
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||If the 2 bulbs in the middle burns out the one on top will.",contradictory
"Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?||The circuit is parallel, so each bulb has its own pathway to the D-cell battery, so the bulbs that do not burn out continue to shine.||Because it is a parallel circuit.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40, Because between each is 20 and if you times 20 twice you will get 40.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40, C is next to B so you add 20 meters to the elevation contour line band A.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, The contour interval is 20 meters.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||225, You keep adding 75.",contradictory
The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||Because it is the its spread apart.,irrelevant
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||60 meters, Because it said the change in elevation from line A to B is 20 meters so that lets me know to count by 20 meters.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40, Because it is 20 thought A to B and B to C.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||283 meters, Because A is higher.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||45, Because you can tell by the lines.",contradictory
The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||25 meters.,contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||30 meters, I measured with my fingers that C was half of B, and since B is 20 and half of that is 10 I added both of them together and got 30 meters.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||360, big the line of the A, B, C, D.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||C, Because it said the change in elevation for A and B was 20 meters and since it 20 they might be counting by 20's so that is my answer.",partially_correct_incomplete
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40, because if it is like then to get to C just add another 20 meters.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||30, well because if A and B equals 20 meters and B true C looked like 10 more meters and I think is 30 meters.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||30, I know because A and B is 20 meters and B to C is about 10 meters and it is almost close together.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||30, because if you could change A on B so you A and C.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, now I know is if A to B is 20 meters than A to C is 40 because you add another.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||A, they are closer to each other.",irrelevant
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, Because the contour numbers or lines are counting by 20 meters.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||60 meters, you are just doubling it.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||60 meters, I labeled them. I also knew C is the third letter in the alphabet so I counted by 20 3 times.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||30 meters, Because if you look at A and then C. C get a lower amount by subtracting.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, I know this because A to B is 20 meters and the next contour line is another 20 meters away it must be 40 meters.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||Feet, because it has a great space between.",irrelevant
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, I know this because the contour interval is 20 meters.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, each line goes up 20 meters.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, It is counting by 20's, 0, 20, 40, 60.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, It is on an accurate scale.",partially_correct_incomplete
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||30, I halved what A and B was.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, I know this because contour intervals do not change and 20 plus 20 equals 40.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||50 meters, It is double the length of B plus 10 meters.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||23 meters, I know because all you do is draw a line to line C.",contradictory
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, I know because the distance between contour lines do not change.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40, I know because the distance between every line is 20, since 20 plus 20 equals 40.",correct
"The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?||40 meters. The change in elevation is 20 meters between A and B and 20 meters between B and C. So the change between A and C is 40 meters. 20 m plus 20 m equals 40 m.||40 meters, I know because the contour line is 20. So since A and B is 20 add 20 more.",correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect the baby seed.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protect the plant.,contradictory
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protect skin.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect the cotyledon.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||The seed coat hold the seed.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||The seed coat is for protection.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seedlings.,contradictory
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||It is what covers the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect it.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||The seed coat helps keep the seed safe like our skin.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Outer layer protecting the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect the seed when it is growing.,contradictory
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Cover.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||To protect the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||It protects cotyledon and embryo.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the cotyledon and embryo.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protect the baby plant.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the embryo.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protect the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||It protects the seed from harm.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Shell.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||The protection of the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||A hard outer covering to act protects the cotyledon.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Seed coat cracks.,irrelevant
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||The seed coat protects the seed web germinating.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||This is the outer layer that covers the seed.,partially_correct_incomplete
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protects the seed so it can grow.,correct
Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.||The seed coat protects the seed until the plant begins to grow.||Protect the cotyledon.,partially_correct_incomplete
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||The temperature.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||A thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||He used Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||He was using degrees Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius and the metric system.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||28 F.",contradictory
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||The degrees.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||28 Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||A metric system.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||He is using degrees Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||A thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||He is using Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Degree Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Nice and warm, about 28 degrees.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||He is using is feeling.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||He was using going outside estimating.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Uncle Jen is using Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Is was 60 milliliters.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Degree Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||A thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Celsius.",correct
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Thermometer.",irrelevant
"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?||Bill must have been using degrees Celsius if 28 is a warm temperature.||Thermometer.",irrelevant
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is a horn that make like the mm.,irrelevant
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the shortest one and it do not have that much time to come up.,contradictory
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because the big circle makes a low pitch.,contradictory
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the biggest and it takes longer to make loud sound.,correct
"Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is a bigger instrument, wider and solid. Well those are the only ones I have learned.",correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the biggest instrument and the bigger it is the bigger vibrations and the bigger vibrations the lower it sounds.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is bigger and I heard one before.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is an instrument of the orchestra.,irrelevant
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it has a curved thing.,irrelevant
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the biggest one.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the smallest.,contradictory
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the biggest one because the air can not go through it very fast.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||The low has make the highest sound and the highest make the lower sound.,irrelevant
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||It is so big it has a lot of room to vibrate.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because the sound has more room to vibrate.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||The bigger it is the lower the sound the smaller it is the higher the sound.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it has more amplification.,irrelevant
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the biggest.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it has a little hole.,contradictory
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the longest and it takes a while for it to make sound.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||It makes the lowest sound because it vibrates slower from having to travel far.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the biggest out of all the instruments.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because the instrument is thicker than the others.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because the lower it is the lower for big.,irrelevant
"Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because the sound waves had a short time to set to the bottom, because it is bigger.",correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it has to travel longer.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||It makes the lowest sound because it is bigger and vibrates slower.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||This is why it makes the lower sound the one I circled goes down and then up that might be why.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||I think that is the correct answer because is bigger.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is a big one so it is going to make the lowest sound.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because if it is large then it makes a lower sound.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because the bigger it is the lower the sound gets.,correct
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it is the longest instrument. The air takes a longer time to travel out.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because it has the longest way to travel.,partially_correct_incomplete
Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?||The saxophone has the longest and fattest tube.||Because is little instruments and I already played it once.,contradictory
"The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Feeds baby plant, embryo.",partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The cotyledon stores the food.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Feeds the embryo.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The cotyledon is the baby seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||It feeds the baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The cotyledon is the inside of the seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Out of it.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||To store all the food.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Then is the cannot of the seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Place that stores food for it.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||It stores the food.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Part that stores food.,partially_correct_incomplete
"The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||It is the leaf, stem, and roots.",irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||A storage.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Where seeds are.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The cotyledon is where seeds are store.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Grow.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Food storage.,partially_correct_incomplete
"The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Cotyledon seed coat, embryo.",irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Feed it.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Gives you the fiber you need.,contradictory
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Food storage.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||A cotyledon is the part over the water.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||It stores the food.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Stores supply.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The inner layer of the seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The cotyledon is its food holder.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The food supply.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Store food.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Food supply.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||It stores food.,partially_correct_incomplete
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The cotyledon is the food for the baby plant.,correct
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||The baby inside the seed.,irrelevant
The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.||The cotyledon provides food for the plant to begin growing.||Stem.,irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be a high pitch.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It will change by the pitch will be soft.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be high pitch.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch will change by getting lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would have a lower pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would have a lower pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||If she did the pitch would be lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||Louder.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch gets lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It will shake and make sound.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would get lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would have a lower pitch because it has less room to vibrate.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||Softer.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be wobbly so it would make a small sound.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would make a higher sound.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be lower pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would not be as high as when you pull it tight.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would change to a low pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be a low pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch will be higher.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||A low pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch would get lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch will be low.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It got high.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It will be low the pitch change.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The sound would be lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be lower pitch.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would be a longer sound.",irrelevant
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||Still high.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It would sound lower.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch will go high.",contradictory
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||It will make a lower pitch and yes.",correct
"Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?||When the string is longer, the pitch will be lower.||The pitch would be low.",correct
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||The river dries as it gets to the mountains.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||It flows that way because you cannot make a river flow uphill.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because it starts between a valley and mountains and goes the opposite direction.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because it flows down from the mountains.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think the water flows that way because it is going from happy valley to the river.,contradictory
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Why is that the water flows down away from the mountain.,correct
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because it is big at beginning then slowly gets smaller and branches out.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because it goes happy valley then the river.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because it does not go into the mountain.,contradictory
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||The river flows from biggest to smallest. That is why.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because rivers sometimes end in valleys.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||The delta.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because the water flow to the basin which is the rose mountains.,contradictory
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||It flows in that direction because the water is going high land to low land.,correct
"Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Maybe because the mountains are that way, or there are cracks and the water goes through.",irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because the mountain is the highest peak and water flows downhill.,correct
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think that because the water flows down from the mountain first.,correct
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because there are little slots that take them that way.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think it flows that way because rivers usually flow from valleys into mountains.,contradictory
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think the water flows in that direction because the river is still trying to find the easiest route.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because the earth's gravitational pull.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because the river leads to an open delta.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||It flows in that direction because the mountain usually carries the water down the side of the mountain.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think the water flows in that direction because water cannot flow uphill.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Rivers usually flow through valley. It grow weaker at the mountain because it cannot go uphill.,contradictory
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||There are other little streams at that end that was formed by water.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Rivers cannot flow up mountain and valleys cannot be on mountain so it is flowing towards happy valley.,correct
"Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think that way, because the water will flow down the mountain, not up it.",partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||All the streams flow together forming one bigger river.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think this because the stream is getting wider as it goes on.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||Because that is downhill.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think it flows there because the river eroded the valley and the water would be flowing down the valley.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||The river gets the water from the mountain and takes it to happy valley.,partially_correct_incomplete
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think the water flows in the direction because that is where the crack is.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think flows in that direction because it starts small and it gets bigger.,irrelevant
Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?||Water will always flow downhill (mountain to valley).||I think the water flows in that direction because water cannot flow up a mountain.,partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need to have the same ball and throw the ball at the same place.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need to use the same ball and they need to throw the same way.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need to use the same ball and throw it from the same spot without running to the line, taking steps to the line, or one person just standing at the line.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Nobody get a running start and they all use the same ball to make it fair.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need to throw the same kind of ball, they need to throw at the same place and they need to get the same speed.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need the same kind of ball and with the same weight and to stand still when throwing the ball.",contradictory
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need to have thrown it at the same place which they did they need one variable changed that could be different balls or the same ball but different size.",contradictory
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||To make the balls the same thing so it is a fair game to play. Like a baseball, basketball or a football to throw.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Ling and Diana should change their experiments to a baseball because the baseball won.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||To have the same ball and throw the same place. And the weight of the ball. And how hard you throw it.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||The balls all need to be the same and they all have to stand and throw.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Make a line that is very straight. All use same ball. All stand at line. Throw at same time. Record data.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They need to use the same kind of balls and they need the same procedure of throwing.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Where they throw the ball, use the same ball, they all get a running start.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||To make the contest a controlled experiment the girls need to take the same amount of steps.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||The girls needed to change each variable at a time, like starting at the same position, all 3 of them, and the mass of the balls.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||The girls have to have the same type of ball and also take the same amount of steps when they are throwing it.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They can just throw from the line and not run.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Use all of the same balls.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They have to have the same balls. They have to throw the ball in the same way.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||First they all do the standard way then they throw the same ball and write then they do that again 2 times with the other balls then finally they write it and compare.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They needed to use their position.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They all have a ball and they all stand at the same place.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They should all stand at the line and throw.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Same ball and stand on the line.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||The balls and the line that tells them to go.",irrelevant
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They had to throw their ball first at the same time.",contradictory
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They should all start in the line.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||What the 3 girls need to do is stand straight and same sized ball.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Throw the ball at the same time.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Stay at the line, use one ball, everyone get a 2 step, throw.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Same sized balls. Take 2 steps then throw.",contradictory
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They all needed to have the same ball.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||They should all use the same ball they should all take 2 steps.",correct
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Do not take any steps, have the same kind of ball.",partially_correct_incomplete
"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).||All variables except the girl need to be held constant (controlled). The girls all need to throw the same ball and use the same launch technique.||Starting in the same place. Using the same kind of ball.",partially_correct_incomplete
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||One is a loop and one is arch.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are the same.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||The both finer patterns are loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are same loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||Because you look at the finger patterns.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both a loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||Loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||Both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both the same pattern.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||Their shape is the same.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They have lines.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both arches.",contradictory
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||It is the same because it has loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||Patterns below then.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They both have loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They all have lines.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both are loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both thumbs.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||Both of the finger points have a loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both a loop.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They both have a loop in them.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are the same kind of finger patterns.",irrelevant
"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?||Both finger patterns are loops.||They are both loops.",correct
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace the model onto the overlay grid. 4. And copy the overlay grid onto the smaller grid that is in your notebook.,correct
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. And trace it but make it littler.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Copy it in the journal. 4. Draw any boundaries that you need.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace the grid with a marker on the overlay grid. 4. Color the smaller grid.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Draw your model on the overlay grid. 4. Draw it.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace every detail to the overlay grid. 4. Make the drawing of the overlay grid on the smaller grid with the same coordinates.,correct
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. And trace it the into your book. 4. And a key.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Then trace it. 4. Then add detail.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Do not put so much detail. 4. He can put on side on 2 pages and the other on the other 2 pages.,contradictory
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Copy it to his grid. 4. Copy that to the notebook.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Put a compass rose on the map. 4. Trace the grid on the notebook.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Then trace the model. 4. You draw the map like the overlay grid.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. The trace the things like the places. 4. The draw the thing on where it is.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Copy all objects from a bird's eye view. 4. See what square has what in it and copy it in the same square on the smaller one.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace over with a marker or Sharpie. 4. Color it.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Measure your photo and your notebook. 4. Then draw everything smaller onto your notebook paper.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Copy the thing under the grid on the grid. 4. Actually draw it.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace over the objects on the model. Only trace the outline of the objects. 4. Redraw the traced figures on your small grid.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Label the places on the grid. 4. And label them and then color them.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace the structures onto the overlay grid. 4. Look at the smaller grid and draw the structures in the notebook.,correct
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Get a writing utensil. 4. Trace the model.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Copy the pitcher onto the grid paper. 4. Make a little model that could maybe be flat then pop up.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Put everything on scale and draw a map. 4. Draw the map to look like the previous one.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Draw everything on the big map on the overlay grid. 4. Copy the drawings from the overlay grid on to the grid on your notebook paper.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. He can get a smaller picture of his neighbor.,irrelevant
"Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Draw where everything is, on the overlay. 4. Try to copy the exact locations as the higher grid on the smaller grid.",partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Use the blocks and draw the picture on the blocks of the overlay sheet. 4. Draw what you have on that sheet you just did in your notebook.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace over with marker on overlay. 4. Then draw what is on your overlay in pencil in your notebook.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. See how much square cubes on the overlay grid fit in the photograph. 2. Count how much fits in the smaller cubes.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Then draw all of it on the grid. 4. Then fix all the little problems with it.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Then you use a marker to trace the items on the map. 4. Do it again then color what you did.,partially_correct_incomplete
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Draw a overlay grid. 4. Draw a map grid.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Draw what it looks like from the top. 4. Make the neighborhood buildings and other object smaller.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Put something on the sides of the grid to hold it down. 4. Then color it.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Draw it smaller than it really is. 4. Take a farther away picture so it is small enough so it can fit in your notebooks.,irrelevant
Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.||2: Trace the features from the photograph onto the overlay grid. 4: Transfer the features to the matching squares on the smaller grid in your notebook.||2. Trace the neighborhood. 4. Transfer it.,partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes, Because if things do not move it will not make a sound. Like if you are talking your voice box has to move.",partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||No because it is not true you do not have to move a bottle to make a sound.",contradictory
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||No Because it can travel from air.",contradictory
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes. Because it has vibrations to cause.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes I agree with her, because when it moves it makes vibrations and that is what helps to make sound and when it is not moving it is not making sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes I agree with Kate because it has to vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because it needs to vibration.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes I do agree with Kate. Example: when the wind blows really hard it makes a sound.",partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I do because sounds can not be made without vibrations.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I do not agree because object does not have to move all the time.",contradictory
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I do agree it has to vibrate to make sound and vibrating is considered moving.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because vibration is a type of movement and sound is made by vibration.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because it has to move to make vibrations which make sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because it has to vibrate to make sounds.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes. Because vibration is movement and to create vibration the object has to move to create sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||No because if you jump on a sofa the string will move and make noise.",contradictory
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because vibrations has to move.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||No because desks do not move.",contradictory
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because how can it make a sound if it does not vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree with her because when an object moves it causes vibration and vibration causes sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree with her because the object has to vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree with her because vibrations make sounds and vibration moves.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree with her because when you talk, your vocal cords moves and when you hear a sound, the things that made that sound must move and vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because it need to vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes. When you move something it causes vibrations. And the vibrations cause sound waves.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes, because sound has to vibrate it.",contradictory
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||YES. I think yes because it changes the sound.",partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree with Kate because vibration creates sound, without vibration there would be no sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes, I agree with her. In order to make sound, it needs to move.",partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree because if you move paper it produces a sound.",partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree because it has to vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes because if you do not move it will not make sound.",partially_correct_incomplete
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I do agree with her because if a sound is made it vibrates and vibration is back and forth movement and without vibration you can not make a sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||Yes I do agree. Because an object has to move to make vibration which makes sound.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I agree with her. Because if an object makes a sound it has to vibrate.",correct
"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?||Agree. Vibrations are movements. Vibrations produce sound.||I do agree with her because a object has to move to make a sound.",partially_correct_incomplete
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||B has more solute than A does therefore B will weigh more since the solute is equally spread.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||They are the same amount of water different in spoons. That is why B weighs more because of spoons.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because you would have to take 50 milliliters of water out of cup B or else cup B would be heavier. So it would more fair.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I chose cup A because it seems more concentrated.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because he pour only 50 milliliters of solution in each cup.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because B is the double of A.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because cup B has more spoons of the solute and has more water.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because if you just took 50 milliliters of water out of each, they would be equal. I got this one wrong.",partially_correct_incomplete
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I think the second one because B has more scoops of solute.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because now there is now only some of water in each and 4 is more than 2 and cup B more concentration.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I picked cup B because I thought it would have more spoons of solute than cup A.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I pick this one because if you split solution B into 2 water levels it will be 50 so if A is 50 and 2 spoons the other one is going to have to have 2 spoons too because the other one is double.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because 2 is half of 4 spoons and 50 milliliters is half of 100.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because Nigel took out the same amount of solutions. There is 2 spoons for 50 milliliters of water. The concentration are the same.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||They both have 2 spoonfuls per 50 milliliters so when you compare 50 milliliters from each they both have 2 spoonfuls in the 50 milliliters.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because they both have the same amount of water but have different amount of salt.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I think cup B would be more heavy because cup B is more concentrated.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||They are going to be even.",partially_correct_incomplete
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Cup B is more concentrated than cup A.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because solution B has more water in the top.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because if he takes 50 milliliters out of A and puts it back in A it is still the same and if he takes 50 milliliters out of B and puts it back in then they are still both the same.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||They are the same, because there is a pattern, for every 2 spoons of solute add 50 milliliters of water.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||B because it gave 100 milliliters water and 4 spoons of solute. And A gave 5 milliliters water 2 spoon of salt so I stay with B.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I chose the same because he took bottle A and half of bottle B and half of bottle B equals A.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||It is like x like 50 times 2 equals 100 so then 2 spoons of solute equals 50.",partially_correct_incomplete
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||All solutions are mixtures, and a solution is when something disappears into the other.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Solution would need to be doubled.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because he took the same amount from each bottle.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because they both have the same amount of solution in each cup. So both cups weigh the same.",partially_correct_incomplete
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because there is 2 spoons and 50 milliliters and then there is 4 spoons and 100 milliliters so they are going to weigh the same.",correct
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Because there is more water and solute.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I chose that one because in bottle B they took 50 milliliters but in it they put 4 spoons.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||I chose this one because in the picture above there is more water in cup B.",irrelevant
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Solution B has more water so it weighs more than solution A.",contradictory
"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.||The solutions have the same concentration (2 spoons in 50 milliliters is the same as 4 spoons in 100 milliliters) so the mass would also be the same.||Cup B because it is just double.",contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a complete circuit of electricty,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||both the bulb and battery must have a closed path,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the battery should connect to the bulb at different terminals,partially_correct_incomplete
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||closed path, connected to a battery",partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||battery is  in  a holder,irrelevant
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||connection to a switch,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||connection to a battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||closed circuit with a battery,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The battery and bulb need to be in a closed path together.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A battery and bulb in a closed path will light the bulb.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A battery should connect to a bulb in a closed path.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the conditions are a battery and a closed path,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery and a closed path,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery connected to each side of the lightbulb.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery in a closed path with a lightbulb.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A closed path with a battery and bulb,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed circuit with a positive and a negative connection.,contradictory
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery""s negative and positive connection to the light bulb.",partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Both components need to be in closed paths.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed circuit path for the buld as well as a working battery and a closed circuit path for the battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a working battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The bulb must be in a closed path. The bulb must be connected to both battery terminals.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The bulb must be in a closed path. The light bulb terminals must be connected to both battery terminals.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The light bulb must be in a closed path with a connected battery.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed path,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||negative and positive output,irrelevant
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||complete circuit,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a connection to the battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a component to the battery,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed component to the battery,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Both the light bulb and battery must be in a closed path circuit.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Both the light bulb and battery must be in a closed path.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||terminals must connect to correct spots,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed path is required,partially_correct_incomplete
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||don""t know",non_domain
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a batter is required,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery and a connection,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a bulb,partially_correct_incomplete
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a path , a bulb , and a battery",partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A light bulb must be connected to a battery on both ends.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||They must be connected.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Closed path,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Each end of the bulb must be connected to a differend end of the battery.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Each circuit must have a connection.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||right connections made to the right terminals,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||battery  terminals match the bulb terminals,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Both the battery and lightbulb in a closed circuit path,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The battery and the light bulb are in a closed circuit path.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The battery is in the closed path,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||close the path and match the terminals,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||closed paths from the battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||closed circuits,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||closed paths around the light bulb and the battery,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||There must be a closed path.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||There must be a closed path and a battery.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||you have to have a closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the battery should connect to the bulb,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A battery and a bulb must be in a closed path together,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The battery and the bulb must be in a closed path together.,correct
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||To make a bulb light up, there has to be a battery.",partially_correct_incomplete
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||I order to make a bulb light up, there has to be a battery and the right connections.",partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||There has to be a battery.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||There has to be a closed circuit battery.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||It must be in a closed circuit.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||It must be in a closed path.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||It must be connected to the battery.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a full circut connected at both terminals of both components .,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a full circut that conects at both terminals of both components.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a full circut that conects at both terminals of the battery and at both terminals of the lightbulb,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery and a lightbulb that are connected at both terminals to one another,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||closed paths,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||i dont know,non_domain
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the buld and the battery must be connected at a circuit,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||bulb had a short circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||positive and negative charge,irrelevant
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||must be connected to the battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||battery mut be closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||battery must be contained in bulb,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The battery must be connected to the bulb,partially_correct_incomplete
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the bulb must be in a closed circuit with a battery, with one bulb terminal connected to the negative battery terminal, and the other bulb terminal connected to the positive battery terminal.",contradictory
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the bulb must be in a complete circuit with a battery, with one bulb terminal connected to the negative battery terminal, and the other bulb terminal connected to the positive battery terminal.",correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Matching the positive charge with the right charge.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||They have to be closed circuts,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||battery and closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the battery and the bulb must be on a closed path.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||It must be in a closed circuit with a battery.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||There must be a closed path for both the battery and bulb.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the circuit needs to be closed,contradictory
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||You needed both a battery and a blub with the same path, and the path must be closed",correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed circuit between a battery and bulb,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A closed path with a battery and a bulb.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||battery must work. and connected to correct terminals on light bulb,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A Battery and bulb in a closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Both Terminals of the bulb must be connected in a circuit with a battery,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A battery and a closed circuit.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a voltage with a closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The bulb has to be connected to the positive and negative charge of the battery.,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the circuit and bulb must be closed,contradictory
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed path between battery and light bulb, with the positive going to the positive output from the battery to the positive side of the bulb, and the negative output from the battery to the negative side of the bulb.",correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a battery must be present and a closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A closed circut with both terminals being used by both the battery and the bulb.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Both terminals of the bulb need to have a power source,partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed circuit containing a bulb and a battery,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||a closed path between the positive side of the battery and the negative side of the battery and the bottom of the bulb and the side of the bulb.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||the bulb must be in a closed circuit with the battery.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The light bulb must be connected to both sides of the battery and there must be a closed circuit.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||Closed connection between the bulb and the battery.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The conditions are that the bulb needs to be in a closed circuit with one of its ports connected to the positive side and one connected to the negative side of the battery.,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A closed circuit,contradictory
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||The bulb and battery must be contained in closed paths.,correct
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A battery connected to a bulb on both sides in a closed circuit.,contradictory
"What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||A bulb can only light up if each of the 2 spots are connected to the batteries"" negative component and positive component.",partially_correct_incomplete
What are the conditions that are required to make a bulb light up?||there is a closed path containing both the bulb and a battery||complete path including a battery and a bulb,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||it causes an open circuit,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||it causes the path to be open,correct
Why does an open switch impact a circuit?||the open switch creates a gap||it opens the path,correct
Why does an open switch impact a circuit?||the open switch creates a gap||Because the electricity will not flow through the wires if the circuit path is incomplete.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||The bulbs will not be powered if the circuit path is incomplete.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||The open switch makes the circuit incomplete.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||it creates an open path,correct
Why does an open switch impact a circuit?||the open switch creates a gap||because it causes a short circuit.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||because it blocks the charge of the circuit.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||because the the circuit is complete.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||it creates a gap in the current.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||it creates a gap int he circuit.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||it creates a gap in the circuit.,correct
"Why does an open switch impact a circuit?||the open switch creates a gap||Because it creates a gap, which opens a path.",correct
Why does an open switch impact a circuit?||the open switch creates a gap||i have no idea,non_domain
Why does an open switch impact a circuit?||the open switch creates a gap||a switch creates power,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||a switch creates a closed circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||a switch creates a closed path,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||It breaks the closed path.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||A switch creates a break in the closed path.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||A switch creates a gap in the path.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||because the path is short,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||makes  a short circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||because there is no closed path to the battery,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||because there is no closed path,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||It prevents the path from being closed.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||It is not a closed path.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||There is a gap in the circuit.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||makes it an open path rather then closed,correct
Why does an open switch impact a circuit?||the open switch creates a gap||it closes the pathway,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||effects the connection from battery to bulb,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||creates a connection,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||creates a circuit?,contradictory
"Why does an open switch impact a circuit?||the open switch creates a gap||Because the electricity can""t pass through",irrelevant
Why does an open switch impact a circuit?||the open switch creates a gap||there is a gap,correct
"Why does an open switch impact a circuit?||the open switch creates a gap||because all the terminals are connected to other terminals, an open switch disrupts that.",partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||because an open switch creates a gap.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||It turns off all the bulbs.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||It creates a gap in the circut.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||the path is not closed anymore,correct
"Why does an open switch impact a circuit?||the open switch creates a gap||it does""nt make the circuit complete anymore",correct
Why does an open switch impact a circuit?||the open switch creates a gap||the paths of the circuit are no longer complete,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||the path is complete,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||The open switch makes the path open,correct
Why does an open switch impact a circuit?||the open switch creates a gap||It stops the flow of electricity.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||It makes the circuit incomplete.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||the switch opens the closed circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||the switch opens the closed path,correct
Why does an open switch impact a circuit?||the open switch creates a gap||the voltage does not reach all the components,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||the gap in the circuit causes the circuit to be an open circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||It makes the circuit an incomplete path,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||the circuit is no longer complete when the switches are open,correct
Why does an open switch impact a circuit?||the open switch creates a gap||Because it opens the connection,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||Because it stops the battery from being connected.,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||It creates a short circuit.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||an open switch causes a gap.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||The path is not closed.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||an open switch incompletes the circut,correct
Why does an open switch impact a circuit?||the open switch creates a gap||an open switch creates an incomplete circut,correct
Why does an open switch impact a circuit?||the open switch creates a gap||because it creates a gap which in turn created an open path,correct
Why does an open switch impact a circuit?||the open switch creates a gap||open switch creates a gap in the path,correct
Why does an open switch impact a circuit?||the open switch creates a gap||brings he flow of electricity,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||charges the bulb,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||switch creates circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||Because it decides whether the bulb will be lit or not,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||Because if the gap is open the bulb will not go on,contradictory
"Why does an open switch impact a circuit?||the open switch creates a gap||because it creates a gap, thus the circuit becomes incomplete",correct
Why does an open switch impact a circuit?||the open switch creates a gap||The are connected to the same closed path.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||Because the voltage does not reach the bulbs.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||It cuts the current from the battery,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||the current cannot pass an open switch,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||Because the bulb is not longer in a closed circuit,contradictory
"Why does an open switch impact a circuit?||the open switch creates a gap||There must be a closed path, and an open switch makes it not closed.",correct
Why does an open switch impact a circuit?||the open switch creates a gap||Because the path between the battery and the light bulb is not closed,correct
"Why does an open switch impact a circuit?||the open switch creates a gap||because it opens the circuit, therefore the circuit is not closed",contradictory
"Why does an open switch impact a circuit?||the open switch creates a gap||And open switch breaks the closed path, which is essential to function properly",correct
Why does an open switch impact a circuit?||the open switch creates a gap||it breaks the closed circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||An open switch means the circuit is not a closed path.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||it cuts the flow of electricity,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||it opens the closed path of the battery,correct
Why does an open switch impact a circuit?||the open switch creates a gap||Because the battery runs in a closed circuit.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||because it opens the circuit,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||any open swith does no allow the bulbs to turn on,partially_correct_incomplete
Why does an open switch impact a circuit?||the open switch creates a gap||the currunt is blocked off,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||It creates a gap.,correct
"Why does an open switch impact a circuit?||the open switch creates a gap||If a switch is open, the circut is no longer closed.",contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||it creates a gap in the circuit,correct
Why does an open switch impact a circuit?||the open switch creates a gap||An open switch stops the energy flow,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||When a switch is open the circuit is no longer complete,correct
"Why does an open switch impact a circuit?||the open switch creates a gap||because they are in a series, because a closed circuit acts together.",contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||Because it stops the flow of one side of a battery from reaching the other light bulbs.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||An open switch interrupts the flow of the current.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||It breaks the closed pathway that the bulbs require to work.,correct
Why does an open switch impact a circuit?||the open switch creates a gap||There is no closed path,correct
Why does an open switch impact a circuit?||the open switch creates a gap||Because the current can not reach the bulb if the circuit is open.,contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||Then the bulb and battery will not be in a contained circuit.,contradictory
"Why does an open switch impact a circuit?||the open switch creates a gap||An open switch impacts a circuit because it causes the path to be closed, therefore the connection cannot be made.",contradictory
Why does an open switch impact a circuit?||the open switch creates a gap||because it changes the path from closed to open,correct
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the switch and bulb are contained in the same path, the switch will affect the bulb.",correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the bulb is in the path of an open switch,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the switch is open in a path with the battery and bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch is on a closed path with the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the switch and the bulb are on the same path.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the swith is contained in the same path as the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the switch is in the same path as the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the switch is in a path with the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the bulb and the switch are contained in the same path. then the switch affects the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If it is in the same path as the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the switch and the bulb are in the same path.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch is closed,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the path is open,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the switch is contained in a closed path,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when it is open,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when there is a open path,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch is the in a closed path with the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||l,non_domain
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When the switch is in the same papth as the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When the switch is in the path of the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the bulb and switch are contained in the same path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the switch is in a closed path with the batter and bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if a switch is contained in a closed path with the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when it is in the same path as the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||closed path with battery,partially_correct_incomplete
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||bulb, battery, and switch are in closed path",partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if switch and bulb are contained in the same closed path,correct
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the bulb and the swtich are contained in the same path, then the switch affects the bulb.",correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch is opened,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the open switch will open the path,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||opened path,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the swith and bulb are in the same path as the battery,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||tell answer,non_domain
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the switch is in the same path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the switch is contained in the same path with the Bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is open,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If it is open and there is no longer a bulb in a closed path with a battery.,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the switch will affect a bulb if it is on the same path as the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is in the same closed path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the bulb is contained in a closed path with a switch,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if a bulb is in a closed circuit with a battery and a switch the switch will affect the bulb.,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when they are contained in the same path of a battery,correct
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if a bulb and a switch are contained in the same closed path, the switch affects the bulb.",correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the bulb and the switch are contained by a closed path then the switch affects the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the path is closed only when the switch is closed,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the bulb will be affected by whether or not the switch is open or closed,partially_correct_incomplete
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the switch is open, the path will not be closed and the bulb will be affected",correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it leaves a gap in the path with the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||it creates a gap in the path,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||an open switch contained in the path will leave a gap,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch and the bulb are on the same path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||a switch will effect a bulb if it in the closed path to the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||path that the bulb and switch are in connects to battery,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when a switch and a bulb are in the same path within the closed path,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when a switch and bulb are whithin a closed path,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is in the same path as the bulb,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When the bulb and switch are contained in the same path.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it disrupts the path of the bulb and the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||it will turn it off,irrelevant
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if the switch and the bulb are in the same path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the bulb is on the same pathway as the switch,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If it is on the path with it and the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when it creates a gap in a certain path,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||A switch will affect a bulb it the bulb and the switch are in the path as the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if switch x is open,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is open and the bulb is no longer and a closed path because it is open,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If it is in a path with the bulb and battery,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||yes,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When the switch is in the same path as the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the swithch affects the bulb if it is on the same path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is closed and contained in the same closed path with the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if they are on the same circuit,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If it is a part of a circut that contains a bulb and a battery.,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is in the closed path with the battery,partially_correct_incomplete
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the switch causes a gap in a closed path, the bulb won""t turn on",partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when it disrupts a complete path,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||if it is contained in the same path as the bulb and the battery.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch is connected between the bulb and the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When it creates a gap.,partially_correct_incomplete
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When a switch, a battery, and a bulb are in a closed circuit.",contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When it is on the same pathway as the batter and the bulb.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when it creates an open path,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||When it is on the same path,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the switch is located in front of a bulb on the same path.,contradictory
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||the switch will affect the bulb if they are in the same pathway.,correct
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If it is interrupting the path of the bulb and the battery,partially_correct_incomplete
Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||If the switch is on and makes a gap between the bulb and the battery.,partially_correct_incomplete
"Under what circumstances will a switch affect a bulb?||When the switch and the bulb are contained in the same path||when the switch is part of the bulb""s path",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that the bulb between those terminals is damaged",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals go from not being connected to being connected to each other.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||it means the bulb terminal is connected to the battery terminal",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||i do not know",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals are not connected to eachother",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||it means that the bulb terminal is not connected to the battery terminal.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There is a gap between the two bulb terminals",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||it is receiving voltage from the battery terminal.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||there is no gap between the battery terminal and the bulb terminal.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||i don""t know.",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There is no connection between the bulb terminal and the battery terminal.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||jdkjgkfjg",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals went from being connected to not being connected to eachother",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||leave me alone i got it right",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the difference is damged",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the difference is damaged",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There is a gap in the circuit.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||it is connected to the battery",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the bulb is connected to the battery",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals are not connected",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||That is where the bulb is damaged.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminal is connected to a closed path",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||terminal is connected to battery and bulb will light",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||Bulb was damanged when reading was zero, if the reading moves to 1.5, it means you are now at a point in the circuit or path in which there is no gap and the voltage reading is giving the difference in electrical state of the battery",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||wow",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||ut",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminal is damaged",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||bulb is damaged",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals are connected",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||i don""t know",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the the bulb terminal disconnected from the battery terminal",partially_correct_incomplete
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminal is not connected to the battery terminal",partially_correct_incomplete
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminal is separated from the battery terminal",partially_correct_incomplete
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||you are moving from negative to positive",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||tell me the answer",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There was a positive battery terminal.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The bulb terminal and battery terminal are connected.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The bulb terminal and battery positive or negativeterminal are connected.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The bulb terminal is connected to a positive or negative battery terminal.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals are connected to each other",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that bulb is damaged",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||It means that the terminal that you moved to is not connected to the terminal of the battery you are connected to",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||it means that the terminal is not connected to the battery terminal",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The terminals are not connected anymore",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The terminals are disconnected.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||there terminals are separated by a gap when the voltage jumps from 0 to 1.5.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The terminals are not connected to each other.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that you have found where the connection stops",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that you have found the bulb that is damaged",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||you have found the gap",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||gap in between",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||negative to positive terminals",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the bulb is connected from a negative terminal to a positive terminal",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the gap jumps from negative to positive",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the gap inbetween the terminals tells whether the bulb is connected to a positive or negative terminal",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that the bulb is damaged",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||That there is a closed circuit.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that they are no longer connected",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals have gone from being connected to each other to not being connected to each other - there is a gap",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals are no longer separated by a gap",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The bulbs were connected and now they are not.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There""s a gap",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||You have reached a point where the terminals are not connected to each other.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that there is a gap and you found the nonfunctional light bulb",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The is a gap between those two terminals",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||I do not know.",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||it is not the bulb that is damaged",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There is a gap in between the terminals.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||they are connected",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The terminals are connected.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||an electrical surge",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||its connected to both the positive and negative terminals",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||current is present",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||You have crossed into opposing terminal territory.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||You found the broken bulb.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that is where the gap is in the circuit",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the terminals have gone from being connected to not being connected",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||there is a gap between them",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||there is a gap at that terminal, and the terminals are not connected at that point.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the latest bulb terminal is connected to the battery terminal, while the other is not",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||There is a difference in electrical states.",partially_correct_incomplete
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||You are closing the circuit.",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||that is where the gab is or the short circuit",contradictory
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||The terminals are connected to the opposite side of the battery",partially_correct_incomplete
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||i dont know",non_domain
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||That there is a gap in the terminals.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||That means they are now unconnected.There is a gap.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||That when the voltage reading is zero, the terminals are connected, when the voltage reading is 1.5, the terminals are not connected. It jumps from connected to not connected.",correct
"As you move the multimeter leads from one bulb terminal to the next, what does it mean when the voltage reading jumps from 0 to 1.5?||the bulb is damaged||the bulb is damaged",correct
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is contained in the path with the bulb, the switch affects the bulb.",correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch must be contained in a path with the bulb,correct
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if it is closed, the bulb will be on. If it is open the bulb will be off",partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the switch is open, the path will be closed",contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||idk,non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path must be closed for a bulb to be on.,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path must bring the voltage to the bulb.,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path must be closed.,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path must be closed with the battery and the bulb,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path must contain a battery,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||a bulb must be contained in a closed path with the battery,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the bulb has to be conatined in a closed path with the battery.,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A switch affects a bulb only on the same path,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||where the switch is in path determines whether it affects the bulb,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A bulb is contained in a path with the switch,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if it is a closed path.,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is contained within the same path.,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is contained in a closed path.,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If it remains a closed path.,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||because the path has to be open,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the relationship between the path and the bulb has to be closed,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||a switch is contained in the path,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A switch affects a bulb when it is in a closed path with a battery.,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||I don""t know what else to tell you.",non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A switch contained in a closed bath with a bulb and a battery will affect the bulb.,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A switch contained in a closed path with a bulb and a battery will affect the bulb.,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path opens the circuit,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||when the switches are closed the path flows,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the bulb is contained in an closed circuit,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if they are closed or open,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||l,non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path has to be closed in order for the bulb to be on.,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path may not connect a bulb to the switch.,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The switch determines whether the path is open or closed.,irrelevant
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the path contains the switch, the bulb is affected.",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the path is open or closed,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path passes the energy through the switch,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch is contained in a path and then it is contained in a closed cercuit,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||a bulb is contained in a closed path,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch it is in the closed path, then it affects the bulb",partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is included in the bulb""s closed path, then the switch being open will affect the bulb",correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||battery and bulb,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||open switch,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||no role,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||there is no path when a switch is open,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path only determines if a bulb is off when the switch is open,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the bulb is contained within the path,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path must be closed and contain the battery,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The bulb must be in a closed pathway containing the battery,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The switch is contained in the pathway of the bulb and the battery,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path has to be closed for the bulb to light up,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||fuck you,non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||i dont know,non_domain
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the path is closed with the battery, the switch doesnt affect it",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||tell answer,non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The switch is contained in the path,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If there is an open switch in the path, the bulb will not be on.",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The bulb is contained in a path with an open switch,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the bulb is on the same path as the switch,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch affects the bulb if it is on the same path,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||bulbs will be affected by switches that are in the path to the battery,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||bulbs will be affected by switches that are in the path,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the path is not closed, the switch will not affect the bbulb",irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path has to be closed in order for a switch to affect a bulb,irrelevant
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the switch is open, the path is not closed",partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if a path is connected to an oen switch, the bulb will be off.",partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the path is connected to an open switch, the bulb will be off.",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||i give up.,non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the path is not closed then a bulb will not be on,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path must be closed,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path has to be closed,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch has to be within a closed path with the bulb and battery,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||it can be either closed or open,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch being open or closed determines if the path is closed or not,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||bulbs must be in a closed path with the battery in order to work,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||bulb is contained in closed path,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||switch is closed to make a closed path,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||it depends on whether its an open or closed path,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch has to be located within a closed path for the bulb to go on,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A switch will affect the bulb if they are contained in the same path.,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A switch will affect any bulb that is in the same path.,correct
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A bulb with an open switch in it""s path cannot turn on.",correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The bulb has to be in the same closed path as the battery which is connected to the switch.,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||It determines whether or not the light bulbs will turn on.,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path a bulb is on determines whether or not a switch affects a bulb,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||a switch must be closed to create a closed path circuit. a bulb will turn on if it is on a closed path. a bulb will not turn on if it is on an open circuit or if a switch is open.,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path determines if the bulb will turn on or not,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||Path must be complete for bulb to be on. If switch is open, it breaks the path",contradictory
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||The path to the battery must be closed, so the switch must be closed in order for the bulb to be on.",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if there is a closed path the light bulb will light and if it is cut off it will not light,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the path must be closed in order for the bulb to be lit,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A closed path with a battery enables the bulb to be on.,irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||depends on whether it is before or after the bulb,contradictory
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||a large one, if it is closed it will light up but if it is open it will not",irrelevant
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||it does,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||it closes the circuit,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||When switch is open it creates a gap in the path.,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if a path has an open ciricuit, all bulbs on the path will be off",contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is in the path is can affect the light bulb,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the path is open the bulb will be off,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the path contains is closed with a battery, the bulb will light up.",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if a switch is not in a bulbs closed circuit then it will not affect the bulb,contradictory
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||Energy flows through the path so if there""s a gap, there""s no energy",contradictory
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is contained in the same path as the bulb and battery, it must be closed for the bulb to be connected.",correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the switch is in a closed path with the lightbulb it must be closed for the lightbulb to be on,correct
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If a switch is connected to a bulb it will still work.,contradictory
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||A bulb in a closed path is not affected if the switch is closed.,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the path is unbroken by the switch then the switch will not have an affect,partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||it the switch is blocking the battery it effects it if not then it doesnt matter.,partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||I don""t know",non_domain
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the switch is in front of the path of a light bulb or not.,contradictory
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||if the path is closed, the bulbs will remain on.",partially_correct_incomplete
"What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||If the path is directly connected to the battery, then the switch affects a bulb.",partially_correct_incomplete
What role does the path play in determining whether or not a switch affects a bulb?||If a bulb and a switch are in the same path the switch affects the bulb||the switch has to be contained in the same path as the bulb and the battery,correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because if there is a difference in electrial states then there is a gap. That will located the burned out bulb",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if there is a difference in electrial states there won""t be a complete connection",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the voltage will change when you move from a terminal that is connected to the battery and one that is not",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||i do not know",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||electrical states will determine whether there is a gap or connection in the circuit",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||k",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||measuring voltage checks for connections and gaps. It measures the electrical states between two terminals.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||measuring voltage allows you to find gaps and connections by checking the electrical states between two terminals.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||it checks the electrical state between two terminals.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you can measure voltage to see if there is a gap that the bulb caused.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||it allows you to measure electrical states between terminals",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because the voltage measures the difference in electrical states of two terminals, so it can determine where there is a gap, or wehre there is a connection.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||voltage is the difference in electrical states between two terminals, so a gap or a connection in a circuit can be determined by the voltage.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the electrical state between two terminals is the voltage. a gap shows voltage, while a connection results in no voltage.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||a bulb connects the terminals, so there will be a difference in electrical state if there is a fault.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||You can find where there is a gap",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Find where there are different electrical states",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||A gap chause different electrical states with different voltages",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||measuring voltage between the positive battery terminal and the bulb terminal determines the gap in the connection.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||there will be a gap between the positive battery terminal and the bulb terminal",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Because if there is a gap you will be able to determine where the burned out bulb is located.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because it measures the difference in electrical states between two gaps",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||i have no idea",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||an electircl aasoidrjf",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||a bulb causes a difference in electrical state",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The gap will cause there to be a difference in electrical states.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The gap in the connection causes different electrical states.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because you can find the difference in the voltage by measuring the gap",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||1.50v",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you can see where the gap is",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the electrical state can locate the gap",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||l",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Where there is a difference in electrical state, that is where the gap in the connection is.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical state difference tells you where the gap is.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||it helps you locate where the damanged bulb is by telling you where there is a difference in electrical states and where there isn""t",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||a battery uses a chemical reaction to maintain different electrical states between two terminals",irrelevant
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||which i mentioned",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||a electrical state difference?",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||power",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||elictrical state of batter and terminal",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because if there is a voltage that means there is a gap",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the value of the measurement indicates if there is a gap",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||there is a gap in the connection",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||a gap causes a lost connection",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because no difference in the electrical states of two terminals in a connection is where the gap is.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because by measuring voltage, you find the gap where there""s a difference in electrical states.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because a difference in electrical states shows where the gap is",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||You can locate the gap because there is a difference in electrical states between the connections",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||If there is a difference in voltage it means that is where the gap is",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||we can find the burnt out bulb by finding voltage between different terminals",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the electrical state will be different in the gap",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the difference electrical state will show the burnt bulb",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||tell answer",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||It shows the difference in electrical states where there are connections and gaps",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical states will be different when there is a gap",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical state will be non-zero",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||It allows you to measure if there is gap. Gaps indicate a break in the electrical flow.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||It allows you to measure if there is damaged gap.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical state is interferred with.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical state is broken.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||voltage shows where the gap is",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||a gap causes a chemical reaction",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because it can show you where the gap is by measuring different terminals",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||by measuring you can find the gap which will show you which bulb is burned out",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||by seeing if a terminal has a different electrical state than another you can find the gap in the circuit",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if the electrical state is non-zero you can find the gap in the circuit",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The difference in electrical states between terminals will show where there is a gap in the curcuit.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||each terminal has an electrical state and when there is a gap the electrical state changes which shows which bulb is damaged.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if there is a voltage reading of non-zero it means that there is a change in the electrical states in the terminals.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if there is a non-zero measurement it indicates there is a change in electrical states of the terminals",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||You will find out where the difference in electrica states",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||You will find out wehere the difference in electrical staates",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||?",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Burnt bulbs have no voltage at one of there terminals.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||burnt out bulbs have no voltage to effect there eletrical state.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||i dont know.",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The measurement of voltage will determine if there is a gap in the connection of electrical states.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The measure of voltage will determine if there is a gap",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The measure of voltage will determine an electrical state.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||A bulb causes an electrical state.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you can locate the gap in a connection",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you are able to identify the gap",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you are able to find where the voltage begins. this helps you locate the gap.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||it helps because you find the gap where the terminals are disconnected",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||i dont know",non_domain
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the bulb causes a gap",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you can determine is broken bulb is before a gap or after",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||electrical state is not connected to volts",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because if the voltage is 0 that means the bulb is burned out",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if the bulb is non- zero that means it is not burned out",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the value of measurement indicates if the bulb is burned out",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Because when you measure the difference in electrical states of two terminals, if they are connected the reading will be 0.  If they are separated by a gap, the reading will be 1.5 V.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical states of two terminals when connected will determine the gaps and help to locate a burned out bulb.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||It will help find where the gap in the circuit is.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||If there is a gap there will be  voltage but if connected then it wont read the voltage",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||there will be voltage where there is a gap, and the gap is where the bulb is burnt out",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the change in voltage will locate the burned out bulb",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||If the terminals at both ends of the bulb are the same, then it""s damaged.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||becuase you can test the light bulbs until you find where there is a gap between 0 volts and 1.5 volts, just like in the exercise i just did",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||If the electrical states of the two terminals are different, then that means there is a break in the connection",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Because when the voltage goes from 1.5 to 0.0 you can locate the gap.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||the voltage is nearest the burnt out bulb",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||it allows you to see which terminal is different than the rest",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Registering a voltage at a location tells you there is a gap somewhere in between the measured terminals",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if there is a gap in the circuit there the bulb will not light up.",irrelevant
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because it shows you what terminals are connected",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Where there is a 0.0 volts. It finds the gap in the path.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||you can find which bulb is burned out",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Voltage finds the connection between positive and negative terminals from a battery to the bulb, thus finding teh gap between positive and negative terminals",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||allows you to identify any gaps",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||It shows you where the gaps are.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Electrical states between connected terminals will differ than those that are separated by a gap.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||where the voltage jumps from 0 volts to some number of volts represents the burned out bulb because it identifies where the circuit is only connnected to the negative battery terminal or the positive battery terminal.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||The electrical state for the bulb terminal and the battery terminal will have a charge of 0 if connected so if the charge is anything that isn""t 0 V, there is a gap at that bulb",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because if there is a gap, a burned out bulb, there would be a different voltage at the connections around it",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||if there is a gap between the terminals, the voltage will be different.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||because a difference in voltage is due to a gap.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||It will locate the gap.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||By finding out which terminals are the same or different in electrical states then any gap in the circuit can be found.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Measureing the difference in electrical states of the connections lets you pin point where the gap is happening in the system.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||by measuring voltage you can find where the gap is by checking the electrical states of each bulb and its voltage. If it is connected it will have volts if it is not then it will have none.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Because it determines the different electrical states between the terminals",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||A burned out bulb indicates a gap in the connection between opposite ends of the battery terminals",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Measuring voltage shows what terminals are connected and where there is a gap so you can determins which bulb is out.",correct
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||There will be a gap at one point in time and there will be a voltage decrease so you know.",partially_correct_incomplete
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||Measuring voltages helps to locate burned out bulbs because if there is a gap or something isn""t connected, it will show up as a numerical electrical state.",contradictory
"Why does measuring voltage help you locate a burned out bulb? Try to answer in terms of electrical states, connections and/ or a gap.||Measuring voltage indicates the place where the electrical state changes due to a damaged bulb.||If a bulb is burned out, the voltage to one side of it will be zero and o the other side will be greater than zero. the burned out bulb leaves one terminal connected to the positive terminal of the battery and the other terminal connected to the negative terminal of the battery, giving each terminal a different electrical state.",correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because they are connected to opposite terminals,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||beacuse terminal 1 is connected to the negative terminal and the battery is connected at the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i do not know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because it is not connected to the negative terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because it is connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is no gap between terminal 1 and the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because terminal 1 is connected to the positive terminal with no gaps,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||It was a mistake. I looked at it wrong.,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||We switched the terminals around.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||There was a gap in b. The measurement between the positive battery terminal and terminal 1 was 1.5v.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The path is not closed. The distance between the positive battery terminal and terminal a is 1.5v.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 was connected to the positive terminal of the battery,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because it was connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there was no gap from the positive terminal of the battery,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because 1.5 v minus 0 v equals 1.5 v,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the voltage is the difference between the electrical state of the terminals.,partially_correct_incomplete
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the negative terminal of the battery and has 0 v, and the positive terminal of the battery has 1.5 v.",contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because the Meter read the difference in volts between the positive battery terminal and terminal 1 which has a negative charge,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Meter read the difference in volts between the positive battery terminal and terminal 1 which is connected to the negative battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The gap causes terminal 1 to have a negative battery characteristic which is different compared  to the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Bulb terminals 3 and 4,contradictory
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i don""t know.",non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was no gap between the circuit.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was no gap between terminal 1 and the positive battery terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was no gap between terminal 1 and the negative battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because there was no gap.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because it was connected to the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because terminal 1 had no gap.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because terminal 1 is seperated from the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because they were connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is a gap between terminal 3 and 4,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there wasnt a gap,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the voltage doesnt change,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the gap is open,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the paths are seperated,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminal was connected to the positive battery,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminals were connected to the positive terminals of the battery,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gap between the terminals,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is connected to the negative terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i dont know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was a gap in bulb B,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||circuit was complete until gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||gap,partially_correct_incomplete
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||gap, battery and electricity",contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was no gap,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||they are in a closed circuit,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gap,contradictory
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i don""t know",non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is a gap in the path,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gap in the path,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is a gap in the circuit,partially_correct_incomplete
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||don""t know",non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gapp between the positive terminal and terminal 1.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gap between terminal 1 and the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||It was connected to the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 was connected to the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 was not connected to the negative terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||fjdajf,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal one is connected to the negative battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 was connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 was connected to the positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||whatever,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The positive terminal has 1.5 V,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||There is a gap between the postive terminal and terminal 1,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Voltage is the difference between a positive and negative end on the battery.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Voltage is the difference between a positive and negative terminal on the battery.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive terminal,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive terminal is connected to the bulb,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because 1.5 v is the difference between the positive terminal and terminal 1,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal is connected to the negative terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal 1 is connected to the negative terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The positive terminal and terminal 1 read 1.5 V because the difference across the terminals is 1.5 V,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the voltage between terminal 1 and the positive terminal is 1.5 V,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the negative terminal so the voltage reading is 1.5 V,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||?,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||I  do not know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||There is a gap after bulb B.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||There is a gap after bulb b,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||All components are in a closed circuit.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the 1.5 volt battery.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i dont know.,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal 1 and the neavtive terminal are seperated.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||they created a circut,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the posotive battery and terminal 1 created a circut,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was no gap in the circut,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because of the gap that bulb B created,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive and the negative sides of the battery are separated by the gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because positive charge is before gap,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||positive before gap,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||positive connects to negative,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal negative,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is not connected to the positive terminal,correct
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||I don""t know, actually.",non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because the gap does not affect the posistive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is no gap between the terminals,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The posititve terminal is not damaged.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because they are flipped,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because it was connected to the positive side.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||They are different electrical states,partially_correct_incomplete
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The electrical state at the terminal matches the battery""s electrical state",contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because the voltage meter was connected to a positive and negative side,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because it was not connect to the negative end of the terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because voltage measures the difference between two points,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||I do not know.,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||not sure,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||it was connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The difference between the electrical states is 1.5 volts,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there was a closed circuit,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because the positive terminal is in a closed path.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||it is connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal one is connected to a positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because it was attached to the postive terminal!,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the negative battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Different states,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is a difference of 1.5 volts between terminal 1 and the positive terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 and the positive terminal are connected.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal 1 is connected to the negative terminal which has a 1.5 volt difference with the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because the meter was hooked up to two sides of the battery.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is connected to the negative battery terminal and is in a different state than the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal 1 had both a positive and negative charge.,contradictory
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||I""m not sure",non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because the positive circuit has a voltage of 1.5 volts.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Postive terminal is not connected to 1.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because terminal 1 was hooked u to the positive terminal which is automatically 1.5 V,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is not connected to the positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is connected to the positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to a positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is connected to terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The positive battery terminal is connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is only connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||a terminal is connected to the positive terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The positive batery terminal is connected to terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||you guys would get more honest feedback and answers if you didnt make this so boring and repeatdly ask the same questions. its not like your testing elementary school kids,non_domain
"Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||I get a voltage reading of 0 for terminal 6 and the postive terminal because their is not current flowing, no electricity, the path is open. the negative terminal of batter is not connected meaning the bulb will not light because there is 0 voltage",contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the terminal is not connected to negative end of battery,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to postive end of battery and the voltage meter,correct
"Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||thats what i said, for a computer your a dumb***",non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive terminal is not seperated by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to the positive terminal of the battery,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||There was no gap between terminal 6 and the positive terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive terminal is connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 and the  positive terminal are connected.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal and terminal 6 are connected,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is connected to the posititve battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is connected to the positve battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||for the same reason as 3,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||no gap; connected,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||i dont know,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||gap in 6,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||no clue,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||It was on the wrong side.,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 and the positive terminal are connected,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is connected to the positive terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 was only connected to the positive terminal.,correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||because they will still be contained within a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||there is a closed path that contains the battery, bulb a, and bulb b",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||A is in the same path as C",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a will burn out with bulb C",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs a and b will still be contained in closed paths with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs a and b are on a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb c creates a gap in the closed path.",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a and b will be on.",irrelevant
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are still on closed paths with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb c is not in the same path of bulbs a and b",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Because Bulb C is not on a closed path.",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||because they will still work",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs a and b will still be in a closed path with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are in different paths",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb b and bulb c are in a closed path and bulb a is in a separate closed path",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a is in a closed path",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb A, Bulb C, and the battery are in a closed path.",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb A and Bulb B and the battery are in a closed path.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are in independent paths",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||i dont know",non_domain
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||i like you?",non_domain
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||i love you?",non_domain
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs a and b are contained in their own closed path",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb c creates a gap",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs a and b are not in a closed path with bublb c",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||A and B are on closed paths containing the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a and b are on a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb C is not contained in the same closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb A and B will still be contained in a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a and b are still contained in closed paths with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||there is a closed path",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a will still be in a closed path with the battery. bulb b will still be in a closed path with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulbs A and C are still contained in closed paths with the battery",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulbs A and B are contained in closed paths with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||a and b are still contained in a closed path with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||there is a closed path that contains the battery and bulb a and bulb b",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a and bulb b are still contained in a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb A and B will stil be in a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb A and bulb b are still contained in closed paths with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulbs a and b will still be contained in a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||It is on a separate path.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||There is still an closed circuit.",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||it runs on a different current",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are on their own closed paths with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||again, bulbs a and b will be contained on a closed path",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||They are still on a closed cicuit",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||They can follow a seperate closed path",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulbs B and C are still contained in closed paths to the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||because a and b are in series and a and c are in parallel",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb A and B are still contained within a closed path and connected to a battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulb a and bulb b would be contained in a closed path with the battery",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||There will still be a closed path containing bulb A, bulb B and the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||still have connection to battery",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||There is still a closed path for bulb A and B",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||there is still a path for the other 2",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb A and B will still be in a contained path.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||not contained inthe same path",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||SEPARATE PATHS",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||They are all in separate paths.",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulbs A and B will still be a part of a completed circut.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are still contained in a closed circuit with the battery",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are on a closed path",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||C would not create a gap for A or B",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs a and b are both still contained in a closed path with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||because bulb c burning out would not damage the complete circuit",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are on closed paths",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb B and bulb A are still contained in a closed path with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulb c is on a seperate pathway from A and b which are still connected to the battery.",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||C does not effect the others, their paths are still closed",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||seperate paths connected to the battery",partially_correct_incomplete
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||Bulbs A and B will still be contained in a closed path with the battery.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||bulbs A and B are still in a closed path.",correct
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they will still have direct contained path",contradictory
"Explain your reasoning.||If C burns out, then A and B are still in a closed path with the battery.||they are still on a closed path with the battery",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because neither of them are recieving current",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||both are on the same side of the circuit",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the terminals are connected to each other",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||there is a gap",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||there is a gap between the terminals",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||1, 2, and 3 have 0 volts. The negative side of the battery begins at 0 volts.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because bulbs are connected to the negative terminal of the battery",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they are connected",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are connected only to the negative side of the battery.",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the terminals are on the same side as the negative side of the battery.",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||there is a gap, so the terminals are connected to the negative side of the battery.",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the terminals are connedted to the negative terminal of the battery.",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The damaged bulb B has left a gap in the path so the charge can not reach it",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The gap seperates the positive and negative charges",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Terminals 3 and 4 are seperated",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they all have a 0.00 v",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because there is a gap due to a damaged bulb.",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they have 0 voltz",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||terminal is connected to the battery",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Those terminals are only connected to the negative battery terminal.",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||becuase B is out",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the terminal is connected to the bulb",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because there is a gap because bulb b is damaged",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||there is a gap at bulb b",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because the gap provides separation to the terminals",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||There is no difference in electrical states.",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||A terminal is connected to a damaged bulb.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are not connected to postive terminal so no electrical difference",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they all read to 0",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they have the same voltage",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they are connected in the terminal",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are in the same path",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||there is no gap between them",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||don""t know",non_domain
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because they all measure 0.00 V",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because the are all connected to the negative battery terminal.",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are connected to the negativer terminal",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||those terminals are on the same side as the negative battery terminal",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||those terminals are closer to the negative terminal",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||idk",non_domain
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||connected to the negative terminal",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Those terminals are only connected to the negative battery terminal",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||They had negative voltage.",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The terminals are connected to a damaged bulb.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||1 2 and 3 are on thnegative side",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||1 2 and 3 are connected t neative",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||terminal 1, terminal 2, and terminal 3 are connected o the negative battery",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because of the gap",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because of the gap in bulb b",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||terminals 1,2, and 3 are in the same state as the negative battery terminal because they have the same size difference in electrical states.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||terminals 1,2, and 3 are in the same state as the negative battery terminal because each has an equal difference in electrical states",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||terminals 1,2,and 3 are connected to the negative terminal of the battery",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||I do not know.",non_domain
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the terminal is connected to a bad bulb terminal.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are have 0 volts.",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they all have 0 volts.",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are not connected to the battery",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||A terminal is connected to a bulb.",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they are on the same side of the incomplete circut",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||those terminals are connected to the negative side of the circut",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they are negative",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the terminal is connected to the damaged bulb",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||before the gap",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||They are located the closest to each other",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the negative battery terminal and terminals 1, 2, and 3 are located closest to each other",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because bulb a is damaged",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because bulb b is damaged so the path has a gap",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||the path has a gap, so the circuit is incomplete",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The voltage has the same electrical state between any two terminals.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because there is a gap.",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||They all connect to the negative terminal",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because voltage is the difference between two terminals and those terminals were not connected in a closed path",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because of the gap at bulb b",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||I don""t know",non_domain
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The voltage size is 0",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because the electrical states at terminals 4, 5, and 6 match that of the battery",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because the voltage was 0 and there is a gap between 3 and 4",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because these terminals all had a reading of 0.0 volts",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they""re at 0",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they all have 0 volts",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||They are only connected to the negative battery terminal",correct
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because the voltage is the same.",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because there is a gap in bulb b",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||There is a gap in the path.",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||4,5,6",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||they do not create a closed circuit",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||all have the same voltage reading",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because they all are reading that they have 0.00 voltage.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The closed circut is not allowing the difference between the positive and negative terminals of the battery to interect.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||On the same side",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||since a a gap does not affect the voltage of a battery",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The damaged bulb b creates a gap in the path so the negative battery terminal is not connected to the positive battery terminal at bulb ternimal 1, 2, or 3. this leaves the terminals and the negative battery terminal in the same state of 0.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because the terminals haven""t been affected by the positive battery terminal",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||The terminals and the negative battery are in the same state because no voltage was measured.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||because they both have a voltage of 0.0 V",irrelevant
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because bulb B is damaged and does not allow the positive battery current to reach the other side.",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because they are connected.",partially_correct_incomplete
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because they had no voltage.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because they are at 0.",contradictory
"Why do you think those terminals and the negative battery terminal are in the same state?||Terminals 1, 2 and 3 are connected to the negative battery terminal||Because the first 3 terminals are connected to the negative side of the battery.",correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is no gap between the positive battery terminal and terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is connected to terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||termonal 6 is connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||because there is no gap between the positive battery terminal and terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Because the positive batter terminal and terminal 6 were connected.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Because the positive battery terminal and terminal 6 were connected.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is directly connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is a gap between the postive terminal 6,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to the difference,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative battery terminal is separated by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative battery terminal is separated by a gap from terminal 6 and bulb c is damaged,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The positive battery terminal is not separated by a gap from terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The gap prevents the terminals from being closed,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal is connected to postive terminal of the battery,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is no seperated by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is not seperated by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||no clue,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the terminal is connected,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is a gap between terminal 6 and a positive battery terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is a gap in the path,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is a damaged bulb,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal and terminal 6 are connected.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The positive battery terminal was not separted by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is conncted to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is no gap seperated terminal 6 and the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||answer,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||tell answer,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||there is no gap seperating the positive battery terminal from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is connected to the positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive terminal is connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive battery terminal is not connected,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||positive battery terminal is separated by a gap,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||positive battery terminal is separated by a gap from terminal 6,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||terminal 6 is directly connected to the positive terminal.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the positive terminal and terminal 6 are connected,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the two terminals are connected,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative battery terminal is seperated by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative battery terminal is serperated  by a gap from terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative battery terminal is seperated by a gap from terminal 6 making the voltage 0,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||because the positive terminal is connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The battery is damaged.,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||It was connected.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||It is not connected.,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||not seperated by a gap,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||because there was two positive connections,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 and the positive battery terminal are connected,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||because there is not gapp they are connected,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the bulb was damaged,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 is not connected to the negative side of the battery,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The ppositive battery terminal is connected in terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||idk,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the negative battery terminal is not reaching terminal 6,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||no idea,non_domain
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Because it was DAMAGED.,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The negative battery terminal is separated by a gap from terminal 6.,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||because the positivebattery terminal is connected to terminal 6,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||the terminals are connected to each other.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||because the positive battery terminal is not separated by a gap from  terminal 6.,correct
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Their is a gap.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||Terminal 6 and the positive terminal have the same electrical state.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The positive battery terminal is connected by a gap from terminal 6.,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||There is a gap in the connection,contradictory
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||connect to the terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The battery terminal is connected to terminal 6.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 6 and the positive terminal.||Terminal 6 and the positive terminal are connected||The positive battery terminal is not seperated by a gap from terminal 6.,correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb a was still in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was still contained in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because the path was closed",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because it was contained in same path as the battery",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb a is contained within the same closed path as the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||switch Y does not affect bulb a",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||becuase bulb a is on a closed circuit with the battery",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb a is on a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb a is in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||The circuit is complete with the battery and bulb a",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||they are contained in the same path.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||switch x is contained in the same path as bulb a.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a is in the same path of switch x.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because it was not contained in the closed path.",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because it was contained in a closed bath with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because there was a gap in the terminals",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Because the switch was connected to the closed circuit",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||the path was closed",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||the closed path is connected to the light bulb",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is contain in a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||there was closed paths between the battery",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||l",non_domain
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is conected to the battery.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||switch Y does not effect bulb A",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||i forgot",non_domain
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because switch x is in the same path as blub a",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||switch x is in the closed path with bulb a",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||yes",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was on",irrelevant
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was in a closed path with a battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a and switch x are in the same closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A has a closed pathway",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is on a closed circut path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a and the battery was on a closed path",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||dont know",non_domain
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||the bulb and the battery is contained on a closed path",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||no",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was is a closed circuit with the battery",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||tell answer",non_domain
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Switch Y is not in the path of Bulb A",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Switch Y was in a dfferent path",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is contained in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A is in a closed path with a battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a is contained in the closed path with switch x. switch y is not in the closed path with bulb a.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Yes.",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||yes bulb A was on",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Because it was contained in a closed circuit",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Because it was contained in the battery that has a closed path",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was on because it was contined in a closed path.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||i give up.",non_domain
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||There was a closed path with the battery and bulb a",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||beacuse it was in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A was still in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||had a closed path to the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a and the battery were in a closed path",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Yes it was on",irrelevant
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb a is connected to switch x and the battery is in a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Because bulb a was contained in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A and switch x are contained in the same path and the switch affects bulb A.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||It was still contained in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||It was closest to the battery",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was contained on a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A was still contained in a closed circuit.",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||It was contained in a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A was still on a closed path to the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because it is still in a closed circuit",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A was on because it was in a closed path that contained the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a was in a closed circuit with the battery",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was enclosed in a complete circuit",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was in a closed path with the battery",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was contained within a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because that created a closed circuit",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was still on a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it completes teh crciut",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||a is in a closed circuit when x is closed",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||It was in the same path as switch X.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bubl A was contained in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||switch Y does not affect the closed circuit of bulb A",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Bulb A was still in a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because there was no gap in the complete circuit",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||bulb a is contained in a complete circuit when switch x is closed.",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb a is in a closed circuit with the battery and switch x",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Because switch Y didn""t interfere with the current.",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||it was a closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||It has its own closed path",partially_correct_incomplete
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||Because a closed circuit was formed.",contradictory
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb A was still in a closed path with the battery.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||There was a closed path between the battery and bulb a.",correct
"When switch X was closed and switch Y was open, why was bulb A on?||Bulb A was still contained in the same closed path with the battery.||because bulb A was still contained in a closed path",partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||positive battery terminal is separated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||there is a gap between terminal 3 and the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive battery terminal is seperated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive battery terminal is seperated by a gap from terminal 3.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive battery terminal is separarted by a gap from terminal 3.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive battery terminal is separated by a gap from terminal 3.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||because the positive battery terminal is seperated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||Terminal 3 is not connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive batter terminal is seperated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive battery terminal is separaed by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||same answer as above,non_domain
"Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||sorry but thats all i got and if thats wrong, then i dont know the answer",non_domain
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive terminal is seperated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positive battery terminal s separated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 1. and germinal 3 is connected to the negative battery termina,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||terminal 3 is connected to the negative battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||There is a gap between the positive terminal and terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||There was no gap between terminal 3 and the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||Terminal 2 had a 0.00 V.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||There was a gap between terminal 3 and the positive terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||terminal 3 and the positie terminal are not connected.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||positive and negative is seperate,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||positive battery seperated by gap from terminal 1,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||positive is seperated from negative!,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||Because terminal 3 is not connected to the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||because the positive terminal is separated by a gap from terminal 3,correct
"Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||There""s a gap.",partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||for the same reason as 1,contradictory
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||gap between 3 and positive battery,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||it was seperated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||i dont know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||the positve battery terminal is separated by a gap from terminal 3,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 1.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||BECAUSE. IT WAS ATTACHED TO THE POSITIVE TERMINAL.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive terminal is seperated by a gap from terminal 3.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||gap between terminal 3 and positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive battery terminal is separated bya gap from terminal 3.,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||Because there are not gaps in the system from  the - to the bulb then from there  to terminal 3 and the + of the battery.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||Terminal 3 was connected to the negative terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 3 and the positive terminal.||Terminal 3 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 2.,irrelevant
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected ot the positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 is connected to the positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||the positive battery terminal is connected to terminal 4.,irrelevant
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||the positive battery terminal is connected to terminal 5.,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||The positive battery terminal is connected to terminal 5,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 is only connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||a terminal is connected to the positive terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal  is connected to postive battery,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected to postive terminal of the battery,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||the positive terminal is not seperated by a gap from terminal 5,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||there is no gap between the positive battery terminal and terminal 4,irrelevant
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||there is no gap between the positive battery terminal and terminal 5,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected to the positive terminal of the battery,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||There is no gap between the positive terminal and terminal 5,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||There was no gap between terminal 5 and the positive terminal.,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected ot the positive battert terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||the positive battery terminal and terminal 5 are connected,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||terminal 5 is connected to positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 is connected to the postitive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 is connected to the postive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal five is connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||for the same reason as 3,contradictory
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 is connected to teh positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||no gap,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||i dont  know,non_domain
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||gap in 5,contradictory
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Termminal 5 is connected to teh positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||no clue,non_domain
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Because. It was on the wrong side.,contradictory
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 is connected to the positive bettery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 and the positive battery terminal are in the same state.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 5 was only connected to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 5 and the positive terminal.||Terminal 5 and the positive terminal are connected||Terminal 4 is connected to the positive battery terminal.,irrelevant
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||becuase the other terminals are connected to the positive battery terminal",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminal 4, terminal 5, and terminal 6 are connected to the positive battery terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because they are connected to the positive terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||They are connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because they are connected to the positive battery terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because those terminals are connected to the positive terminal of the battery.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because of the gap in bulb b.",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because of the gap in the circuit.",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||the negative battery terminal is connected to bulb terminal 1,2 and 3 only.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminal 4. terminal 5 and terminal 6 are not connected to the negative battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because they are in a closed path",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because they are connected to the negative battery terminal",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||The other terminals are only connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||The other terminals are not connected to the negative battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Terminals 4, 5, and 6 are only connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||they are connected to the positive terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminal 4, terminal 5, terminal 6 are connected to the positive battery terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Terminal 4, terminal 5, and terminal 6 are connected to the positive terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Terminal 4, terminal 5, and terminal 6 is connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||they have electricty passing through them",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because of the gap in bulb B",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminal is connected to postive end of battery",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||your an idiot",non_domain
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||bulb b is a gap",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||there is a gap",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||the electricity can""t pass through",irrelevant
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||there is a separation between the bulbs and the negative battery terminal",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because of the damaged bulb",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because the bulb b is damaged and is connected to the terminal",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||4 5 and 6 are not connected to negative battery terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminals 4,5, and 6 are connected to the positive terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||They are not connected to the negative terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||They are on the opposite side of the damaged bulb.",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||The terminal is connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||there is a gap in the circuit that causes a gap between terminals 1,2,and 3 and 4,5,and 6",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||there is a gap in the circuit. terminals 1,2, and 3 are connected to the negative terminal of the battery. terminals 4,5, and 6 are connected to the positive terminal of the battery",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because only one of the bulb terminals is bad.",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because one of the bulb terminals is bad, and the other ones are good.",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||a terminal is connected to another terminal",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||the other terminals are connected to the positive terminal.",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminals 3, 4, and 5 are connected to the positive battery terrminal.",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Terminal 4, terminal 5 and terminal 6 are connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||beacuse they are connected to a positive batter terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||i dont know",non_domain
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||the terminal is connected to a positive battery terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||...",non_domain
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||positively charged",irrelevant
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminal connected to positive charge",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because terminals 4, 5, and 6 are located closer to the positive terminal",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because they are connected to the positive terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||They connect to the positive terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||becasue the terminals 4,5, and 6 are connected to the positive terminal of the battery",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminal 4, terminal 5, and terminal 6 are connected to the positive terminal of the battery.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because they are connected to the positive battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||The A bulb is dead.",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because they are connected to the positive end",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because there is a closed circuit after bulb b",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||They are not connected to the negative battery terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||they are connected to both positive and negative battery terminals",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||+ releases current - recieves it?",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because they are in the positive terminal, and aren""t directly touching the negative terminal.",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Terminal 4, terminal 5 and terminal 6 are connected to the positive terminal.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||terminals 4, 5, and 6 are connected to the positive battery terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||They""re connected to a positive terminal",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||since there is a gap",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because they all are receiving voltage from positive terminal.",contradictory
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||because the broken bulb created a gap not allowing the current to flow through both.",partially_correct_incomplete
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||4, 5, and 6 are connected to the positive side",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because they are connected to the positive terminal of the battery.",correct
"Why do you think the other terminals are being held in a different electrical state than that of the negative terminal?||Terminals 4, 5 and 6 are not connected to the negative battery terminal||Because they had voltage and were connected to the positive battery terminal.",correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb and the other bulb are contained within the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is contained in the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is in the same path,correct
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged/ burned out bulb is in a path with another bulb and the battery, then the damaged/ burned out bulb will turn the other bulb off.",correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is in a closed path with another bulb.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is on the same closed path as the other bulb,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is on the same closed path with the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is in the same closed path with the battery.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||a damaged bulb will affect another bulb if they are on the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||the other bulb will not light.,irrelevant
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||there will be a gap in the path.,partially_correct_incomplete
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||i don""t know.",non_domain
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||there is a gap in the path of the bulb terminal.,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is in the same path as the other bulb.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||They are on the same paths.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||the bulb will be burned out because the terminals,contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||not right now,non_domain
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||the bulb is contained in the bath,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||A damaged bulb will affect another bulb when it breaks the closed path with the battery.,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||A damaged bulb will affect another bulb when it creates a gap in the closed path with the battery,partially_correct_incomplete
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||A damaged bulb will affect another bulb when it creates a gap in the other bulb""s closed path with the battery.",partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are not contain  in a closed path,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||not contained in a closed path,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||Bulb C is not contained in a closed path,contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is in the same closed path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||A damaged bulb affects another bulb when they are contained in the same path.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are in the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are contained in the same closed path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if both bulbs are contained within a closed path,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If it is on the only path of that bulb that contains the battery,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is on a series with other bulbs,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||i dont know,non_domain
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||tell answer,non_domain
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If they are contained in the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If the other bulb is no longer contained in a closed path with the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If the damages bulb creates a gap and causes the other bulb to no longer be contained in a closed path with the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||the bulb is contained in a cloed path with the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is on the ame path as the undamaged bulb,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged bulb is on the same path with the battery,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if that bulb is in the same closed path as another bulb,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the first bulb is in a closed path with another bulb,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||a damaged bulb will affect another bulb if both bulbs are in a closed path with the battery.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if a damaged or burned out bulb causes a gap in the path,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||a damaged bulb will affect another bulb when they are contained by the same closed path.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if there is a gap in the path,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if there is a gap in the path of the battery and the bulb,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||Bulbs are contained in the path,partially_correct_incomplete
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is in it""s only path to the battery",correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is in the path to the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is contained in the circut,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is in the same path as the other,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if both bulbs are in the same path,correct
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if a damaged bulb is on the same closed path to the battery as another bulb, the other bulb will not turn on",correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||Bulbs have to be contained in closed paths with the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||bulbs must contain battery in the path without a gap,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||open switch and broken bulb are the same,irrelevant
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are along the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||a damaged/ burned out bulb will affect another bulb if they are contained in the same path.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||When it is on the same closed path with the battery.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it is on the same closed path as the other bulb,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If they are on the same pathway,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If it is on the same path with that bulb and the battery,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If the burnt-out bulb is on the same path to the battery,correct
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when it is in the same path ""series""",correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If the damaged bulb is in the same path as another bulb.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when they are on the same path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If the two bulbs are in the same path.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it in the way of the path and creates a gap due to damage,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are within the same closed path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if bulb A burns out,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are in the same path all the bulbs will go out,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||When they break the path.,contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are on the same closed path as the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if in same path,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If they are in the same path.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||The first bulb will necessarilly subsequent bulbs.,contradictory
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when it is in the same path as it""s own closed circuit to the battery",contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when they are both on the same closed path and would cause a gap,correct
"Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when the damaged bulb creates a gap in another bulb""s circuit path.",correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if the damaged lightbulb is contained in the closed circuit,contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||If the bulb is on the same closed path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||When the damaged bulb causes a gap in the closed path containing another bulb and a battery.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if they are on the same circuit as the battery,contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when they are all on the same closed path,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||When there is no other closed path for the current to pass through with no gaps.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||a damaged bulb will affect another bulb if they are in the same path.,correct
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||if it interrupts the contained path to the battery,partially_correct_incomplete
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||Only if the damaged/burned out bulb creates a gap for the other bulbs and they are not contained in a closed path to the battery.,contradictory
Under what circumstances will a damaged/ burned out bulb affect another bulb?||If they are in the same path the burned out bulb affects the other bulb.||when it is containe dby the same path with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||they are contained in different closed paths,correct
"Explain your reasoning.||A and C are in different paths with the battery||if  bulb a is damaged, bulb c is not affected.",correct
Explain your reasoning.||A and C are in different paths with the battery||they are not within a closed path,contradictory
Explain your reasoning.||A and C are in different paths with the battery||bulb a and c are not contained within the same closed path,correct
"Explain your reasoning.||A and C are in different paths with the battery||bulbs a, b, and c are not contained in the same closed path.",correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs a b and c are on seperate paths,correct
"Explain your reasoning.||A and C are in different paths with the battery||bulb a, bulb b, and bulb c are contained in differentclosed paths.",correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb B and bulb C are in different closed paths.",correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb B and bulb C are contained in differnt paths.",correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a will not affect bulbs b and c,partially_correct_incomplete
"Explain your reasoning.||A and C are in different paths with the battery||bulbs a, b and c are not contained in the same closed path.",correct
Explain your reasoning.||A and C are in different paths with the battery||They are not contained in the same path.,correct
Explain your reasoning.||A and C are in different paths with the battery||because bulbs A and C are not contained in the same closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulbs a and c are in separate closed paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and bulb c are wired in parallel,irrelevant
Explain your reasoning.||A and C are in different paths with the battery||they are in the same closed path,contradictory
Explain your reasoning.||A and C are in different paths with the battery||they are not in the same closed path,correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, B, and C are contained in different closed paths.",correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb B, and bulb C are contained in different closed paths.",correct
Explain your reasoning.||A and C are in different paths with the battery||BULB A IS NOT IN THE SAME PATH AS BULB B AND BULB C.,correct
Explain your reasoning.||A and C are in different paths with the battery||seperate paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are in parrallel,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||they are in independent paths,correct
Explain your reasoning.||A and C are in different paths with the battery||the bulbs are on seperate closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are not contained in the same closed path,correct
Explain your reasoning.||A and C are in different paths with the battery||different paths,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||closed path,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||bulbs a and c are not contained ina closed path,contradictory
Explain your reasoning.||A and C are in different paths with the battery||bulbs a and c are contained in separate closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulbs A and C are on different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are on a different closed path,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb C and A are contained in the same path with the battery,contradictory
Explain your reasoning.||A and C are in different paths with the battery||they are on a different closed path with the battery,contradictory
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb b, and bulb c are not contained in the same closed path.",correct
Explain your reasoning.||A and C are in different paths with the battery||they are containe din different closed paths with a battery,correct
Explain your reasoning.||A and C are in different paths with the battery||there is no relationship between path bulb a and c,contradictory
Explain your reasoning.||A and C are in different paths with the battery||a bulb is contained in a closed path with a battery,partially_correct_incomplete
"Explain your reasoning.||A and C are in different paths with the battery||bulbs a ,b, and c are on parallel paths",partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||all the bulbs are on parralel paths,partially_correct_incomplete
"Explain your reasoning.||A and C are in different paths with the battery||Bulbs A, B and C are on different paths",correct
Explain your reasoning.||A and C are in different paths with the battery||removing or damaging one bulb will not affect the other.,partially_correct_incomplete
"Explain your reasoning.||A and C are in different paths with the battery||a, b, and c are contained on seperate closed paths",correct
Explain your reasoning.||A and C are in different paths with the battery||removing a bulb will not affect another bulb,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||turning off one bulb will not turn off another bulb,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||turning off a bulb will not turn off another bulb because they will still be in a closed path with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs are in different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||They are not contained in the same closed path as the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulbs a and c are wired parallel because they are not contained in the same path.,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb is contained in a path that does not contain bulb c,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||They are contained in separate closed path.,correct
Explain your reasoning.||A and C are in different paths with the battery||They are on different paths,correct
"Explain your reasoning.||A and C are in different paths with the battery||A, B, and C are contained in the same closed path",contradictory
Explain your reasoning.||A and C are in different paths with the battery||they are wired on different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a is contained on a path separated from the closed paths of bulbs b and c.,correct
"Explain your reasoning.||A and C are in different paths with the battery||A, B, and C are not one one closed path",correct
Explain your reasoning.||A and C are in different paths with the battery||Bulbs are on different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||They are contained on different closed paths to the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||because they have different paths,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and bulb c are not in the same closed path,correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb B and bulb C are not contained in the same closed path.",correct
Explain your reasoning.||A and C are in different paths with the battery||they are in different closed paths,correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb B and bulb C are contained in separate paths",correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A and Bulb C aren""t in the same path. They don""t affect each other.",correct
Explain your reasoning.||A and C are in different paths with the battery||they are connected on seperate paths,correct
Explain your reasoning.||A and C are in different paths with the battery||not in path,contradictory
Explain your reasoning.||A and C are in different paths with the battery||ARE ALL ON SEPARATE PATHS,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulbs A and C are in separate paths.,correct
Explain your reasoning.||A and C are in different paths with the battery||They are on different closed paths.,correct
Explain your reasoning.||A and C are in different paths with the battery||they are not wired in the same closed path,correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulbs A and C aren""t in the same closed path",correct
Explain your reasoning.||A and C are in different paths with the battery||they do no affect each other,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||bulbs and c are not contained in the same closed path.,correct
Explain your reasoning.||A and C are in different paths with the battery||they have different closed paths,correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulb A, bulb B, and bulb C each have their own closed path with the battery.",correct
Explain your reasoning.||A and C are in different paths with the battery||they are in different closed paths and do no effect each other,correct
Explain your reasoning.||A and C are in different paths with the battery||They are all on their own pahs,correct
Explain your reasoning.||A and C are in different paths with the battery||Each bulb is contained in their own path.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs A and C are not on the same closed path.,correct
Explain your reasoning.||A and C are in different paths with the battery||They are not contained inthe same closed path,correct
"Explain your reasoning.||A and C are in different paths with the battery||Bulbs A, B, and C are contained in different closed paths.",correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||terminal 2 is not connected to the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive battery terminal is seperated by a gap from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive battery terminal is not connected to terminal 2.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||because there is a gap between terminal two and the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||Because there was a gap between the positive battery terminal and terminal 2.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||i dont know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||terminal 2 has a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the gap in terminal 2 is postive,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||there is a difference between terminal 2,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive battery terminal is separated by a gay from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 2.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||has to do something with a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the path is completed by the voltage meter,contradictory
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive battery terminal and terminal 2 are not connected,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||terminal 2 is connected to the negative terminal and terminal 2 is seperated from the positive terminal by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||positive terminal is serperated from terminal 2,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||tell answer,non_domain
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the terminal is separated from the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the terminal is connected to the positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The terminal is not connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the posiive battery terminal is separated by a gap from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||terminal 2 is not connected to the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive terminal is not connected to terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive battery terminal is separted by a gap from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||i dont know.,non_domain
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||there is a gap between terminal 2 and the positive terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||A terminal is not connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive terminal and terminal 2 are seperated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||i still dont know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the gap separates the positive battery terminal from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||positive battery is seperated by a gap from terminal 2,contradictory
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||because the positive terminal is separated by a gap from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery is separated by a gap from terminal 3.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||It was separated by a gap by terminal 2.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is separtated by a gap from terminal 2,correct
"Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the terminals are not connected - there""s a gap",correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is seperated by a gap from termnial one.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||seperated by a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||same as 1,contradictory
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 1,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||not connected to positive battery,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is seporated by a gap from terminal 2.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||idk,non_domain
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||npo idea,non_domain
"Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||BECAUSE THEY AREN""T DAMAGED.",contradictory
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive bettery terminal is separated by a gap from terminal 2.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||there is a gap between the two of them,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||because the positive battery terminal is seperated by a gap from terminal 2,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||the positive battery terminal is seperated by a gap from terminal 2.,correct
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 1.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||Terminal 2 and the positive terminal had different electrical states.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||separated by a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 2 and the positive terminal.||Terminal 2 and the positive terminal are separated by the gap||The positive battery is separated by a gap from terminal 2.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 is connected to terminal 2,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||they are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because terminal 1 and 2 are connected to the negative battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 and 2 have the same difference in electrical states,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||the voltage was 0 because they were on the same negative battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 and 2 have the same voltage because there is a working bulb connected to the negative battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is a gap between terminal one and two,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is a gap between terminal one and two and the positive battery terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||the terminals are seperated from the positive terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||The terminal 1 is connected to terminal 2,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there was a gap between the positive battery terminal and terminal 1.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there was a gap between the positive battery terminal and terminal 2.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there was no gap between the positive battery terminal and terminal 1 and terminal 2.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because they were both seperated.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 is connected to terminal 2.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal one is connected to the negative,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal is connected to the negative battery,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is a gap in terminal 1,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||both terminals were connected to the negative terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||a terminal is connected to the negative terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminals are separated by a gap between the positive and the negative terminals,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminals are separated by a gay between the positive and negative terminals of the battery,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 is not seperated by a gap from terminal 2.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is not difference in eletcrical states,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||ok,non_domain
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 and terminal 2 possess no difference,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal has the same electrical state,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there was a gap from terminal 2 to terminal 6,irrelevant
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||sfsf,non_domain
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||cd,non_domain
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 is connected to a battery,irrelevant
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||i have no idea,non_domain
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||the terminal is connected,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||the terminals are connected to each other,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because there was no difference,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||both of the terminals are connected to the negative battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 and 2 are connected to the negtive terminal of the battery,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||the terminals are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||They have the same voltage,irrelevant
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 was connected to a negative terminal 2.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminals 1 and 2 are seperated by a gap,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminals 1 and 2 are not seperated by a gap,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||they are both connected to the negative battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is no difference in electrical states,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||because there is not circuits going through one,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||There is not charge between them,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there was a gap between terminal 1 and terminal 2.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is not a gap between terminal 1 and terminal 2.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||A terminal is not connected to the positive battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 and terminal 2 are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||because they are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||ht negative battery terminal is seperated by a gap from terminal 1 and 2,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||The negative battery terminal is seperated by a gap from terminal 1 and 2,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||because they are both connected.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||They are both connected to the negative battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||They were connected.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there was a gap from terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||they are connected to each other,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||the terminals are separated from the positive battery terminal by a gap,contradictory
"Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||I don""t know.",non_domain
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||they are one the same negative,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 and terminal 2 are connected to each other.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||because there was two negative connections,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because there is no gap between the terminals,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 and terminal 2 are on the same side.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||they are connected no gaps,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||connected to the negative terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||The positive battery terminal is separated by a gap from terminal 2.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||There is a gap in the path.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is no charge,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 and terminal 2 are connected to the negative terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||connectedtto - side,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because they were connected within the same terminal.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||The are both connected the negative battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||there is a gap between terminals 1 and 2 from the positive battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||terminal 1 is connected to the negative terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because they were both on the negative terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminal 1 and Terminal 2 are connected to the negative battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because terminal 2 is connected to the positive terminal of the battery through a broken bulb.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||they both connected to the negative terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Becuae they are connected to the negative terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||contained in the same circuit not connected to the opposite terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because there is a gap.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Terminall 1 and terminal 2 are connected.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||Because they were connected to the same thing.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 2.||Terminals 1 and 2 are connected||They are connected.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulb a and c were still contained within a closed path with the battery,correct
"Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||there is still a closed path that contains the battery, bulb a, and bulb c",correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they are within different paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulb a had a seperate closed path from b. bulb c had a seperate closed path from bulb b.,correct
"Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulb a is in a closed path, and bulb c is in a closed path.",correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulbs a and c are on a closed path with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulb b did not create a gaop.,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulb a and c were still in a closed path with the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulbs A and C were still on closed paths with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs a and c are not in the same path of bulb b,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because they were contained in closed paths.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because the paths were still in a closed circuit with the battery terminal,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulbs a and c are in separate paths.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because bulb A and C are in a closed path,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||each bulb contains its own closed path,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||there are 3 separate closed pat for the 3 bulbs,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulb A and C are still in a closed path with the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They are in independent paths,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||still a closed path to the other bulbs,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||the path is closed,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because the bulbs are on seperate paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs a and c are seperate from bulb a,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||exactly,non_domain
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they each have their own closed paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs a and c have their own closed paths,correct
"Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because of the seperate closed paths, one bulb being burned out doesn""t affect the others.",correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs a and c are contained in closed paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they are on separate paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they were on closed paths containing the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs A and C are in different paths that do not contain bulb B,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They were still contained in a closed path with the batter,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They were still contained in a closed path with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb b did not create a gap for bulb a and c,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb b did not create a gap in the path for bulb b or c,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb b did not create a gap in the path for bulb a and c,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||both bulbs a and c still have a closed path,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||there is a closed path to the battery,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||the bulbs are contained in a closed path,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they were still in a closed path with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb a and bulb c are not on the same path as bulb B,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb a and bulb c are not on the same path with bulb b,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because bulbs A and C are on different closed paths with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb a and bulb c were still contained in a closed path with the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||there is still a closed path that contains the battery and bulb a and bulb c,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb a and bulb c still had a complete path to the battery,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb b did not create a gap in the path,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||there is still a complete path to bulb a and bulb c,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because the bulbs are on separate paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs A and C are on separate paths from bulb B,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs a and c are connected to the battery on the same path,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||the battery is contained on a path with bulb a and b,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||the battery is contained on a closed path with bulb a and b,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||the battery contains bulb a and b on a closed path,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because the bulbs are in separate paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because they were still contained in a closed path with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They were still on path with the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they do not run on the same current,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they are on their own closed paths with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulbs A and C were still contained on closed paths with the batery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because they are on a pathway that is a closed circuit,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They had their own closed paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because they were still contained in a closed path to battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they all have different paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because bulbs A and C were in a separate closed path,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulb a and bulb c were still in a closed path with the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulb A and C still had a closed path with the battery.,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they still have connection to the battery,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||There is still a closed path for bulb A and C,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They were still in a closed pathway with the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||The path was still closed.,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they are on seperate circuits,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Different path,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||SEPARATE PATHS,partially_correct_incomplete
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They were not in the same path as bulb B.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulbs A and C were still on their own completed circuts.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they were still contained in closed circuits with the battery,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||they were on another closed path,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because each bulb has its own path,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||bulbs a and c are still contained in a complete path with the battery.,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they were still in a closed circuit with the battery,contradictory
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They are on separate paths.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Bulb A and bulb C are on closed paths containing the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Becuase they had their own pathways to work on.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they both still had closed paths,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||They all have their own paths connected to the battery,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because they are not on the same closed path.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they are not in the same pathway as bulb b.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||Because bulbs A and C are still contained in a closed path to the battery.,correct
Why didn^t bulbs A and C go out after bulb B burned out?||Bulbs A and C are still contained in closed paths with the battery||because they are on separate paths than B is,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and c are contained in the same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B  and Bulb C are contained in the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||contained within the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and bulb c are contained within a closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||bulbs b and c are contained in the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||bulbs b and c are contained on the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and c are contained in the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb B and bulb C are contained in the same closed path.,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and c are contained in the same closed path.,correct
Explain your reasoning.||B and C are in the same path with the battery||they are on the same pah,correct
Explain your reasoning.||B and C are in the same path with the battery||because bulbs B and C are contained in the same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||bulbs b and c are in the same closed path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and bulb C are contained in different path with the battery,contradictory
Explain your reasoning.||B and C are in the same path with the battery||different paths with the battery,contradictory
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and bulb C are contained in different paths with the battery,contradictory
Explain your reasoning.||B and C are in the same path with the battery||because they are in the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and Bulb C are contained in the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||They are contained in the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||they are on the same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||they are contained in the same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||same path with the battery,partially_correct_incomplete
Explain your reasoning.||B and C are in the same path with the battery||bulbs b and c are contained in the same path,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and C are contained in the same closed paths with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||because bulb b andc are in the same closed path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||because bulb b and c are in the same closed path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulbs B and C are on the same path as the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulbs B and C are on the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and c are contained in the same closed path with the same battery,correct
Explain your reasoning.||B and C are in the same path with the battery||both bulbs are on the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and bulb c are contained in the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulbs B and C are contained in the same closed path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and bulb c are contain in the same closed path.,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and bulb c are contained in the same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and bulb c are on the same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and bulb C are contained within the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||They are on the same paths,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and Bulb C are contained in the same pathway,correct
Explain your reasoning.||B and C are in the same path with the battery||They are contained in the same path to the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||because they share the same path,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulbs B and C are contained in the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb B and bulb C are contained in the same path as the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||same path,partially_correct_incomplete
Explain your reasoning.||B and C are in the same path with the battery||same closed path,correct
Explain your reasoning.||B and C are in the same path with the battery||They are contained in the same path with the battery and are affected by one anotehr,correct
Explain your reasoning.||B and C are in the same path with the battery||they are contained in the same path as the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulb B and Bulb C are in the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||they are on the same ppath,correct
Explain your reasoning.||B and C are in the same path with the battery||yes,contradictory
Explain your reasoning.||B and C are in the same path with the battery||They are both within the same path.,correct
Explain your reasoning.||B and C are in the same path with the battery||They are both on the same closed path as the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||they are wired in the same path with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||same path to the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||bulb b and c are in a closed path,partially_correct_incomplete
Explain your reasoning.||B and C are in the same path with the battery||both are on same closed paths,correct
Explain your reasoning.||B and C are in the same path with the battery||They are on the same pathway as the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||they are both in the same closed path and effect each other,correct
Explain your reasoning.||B and C are in the same path with the battery||They are contained on the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||they are contained inthe same paths with the battery,correct
Explain your reasoning.||B and C are in the same path with the battery||Bulbs B and C are contained on the same path with the battery.,correct
Explain your reasoning.||B and C are in the same path with the battery||they are contained in the same closed path with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb a and c will still be contained within a closed path of the battery,correct
"Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||there is still a closed path that contains the battery, bulb a, and bulb c",correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||C is not within the same path as B,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||idk,non_domain
"Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||I don""t understand",non_domain
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||I did,non_domain
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs a and c are on a closed path with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb a and bulb c are still in a closed [ath with the battery.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulbs A and C will still be on closed paths with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb b is not in the same path of bulbs a and c.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb A and Bulb C are still contained in closed paths to the battery terminals.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because that is what i thin k,non_domain
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||i dont knpw,non_domain
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because terminal is closed,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb b is in a separate path.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||there is a closed path,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb B is in a independent path,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||god loves us all,non_domain
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs b and c creat a gap in the path,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because bulbs a and c have their own closed paths,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||the bulbs are on separate paths,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs a and c are not in the same closed path as bulb b,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs a and c are not in a closed path with bulb b,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb A and C are on closed paths containing the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||a and c are in a closed path with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs A and C are in different paths that do not contain bulb B,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb A and B will still be contained in a closed path with the battery,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb A and C will still be contained in a closed path with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb b will not create a gap for bulb a and c,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||there is still a closed path,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because bulb a is still in a closed path with the battery. bulb c is still in a closed path with the battery.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||each bulb is in a separate path. if one bulb is damaged is does not change the path of the remaining bulbs.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb B is in a separate path than bulb A and bulb C.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb B is on a different path,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||a and c are still contained in a closed path with the battery.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||there is still a closed path that contains the battery and bulb a and bulb c,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||a and c both create circuts with the battery,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb A and C both are still on a closed path with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs a and c are on their own closed path to the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||i said bulbs a and c are linked to the battery!,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||all of the bulbs are in different paths,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb b is not in the same path with bulbs a and c.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||They are all on different closed paths and there will be no gap in between them,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||They are still in path with battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||they are not on teh same path,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||they are on their own closed circuits with the battery,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||They are still in a closed circuit,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||They still have their own closed paths,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulbs A and C will still be contained in a closed path to the battery.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because a and c are still in a closed circuit,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulbs A and C are in separate closed paths that have a battery source,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb a and bulb c would still be in a closed path with the battery,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||There will still be a closed path containing bulb A and C with the battery.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because A and C still have a connection to the battery,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||seperate paths,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||there is still a closed path forbulb A and C,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||b is in its own closed pathway,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because bulb b is not in the same path as bulb a or c,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||When one bulb burns out the rest burn out.,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||on seperate circuits,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||different paths,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||A and C are not in the same path as B.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulbs A and C will still be on their own completed circuts.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||they will still be contained in closed circuits with the battery,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||There are other closed path without bulb B,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because each bulb has its own pathway,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulbs a and c are still contained in a closed path with the battery.,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||because bulb a and c will still be in a closed path with the battery,correct
"Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Because it didn""t cause a gap",contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||Bulb A and bulb C are still on a closed path that contains the battery.,correct
"Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||becuase bulb B is on it""s own pathway.",correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||If B burns out there will still be closed paths for the other 2,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||It has its own path connected to the battery,partially_correct_incomplete
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb B is not in the same pathway as bulbs A and C,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||they will still have a contained closed path,correct
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||I guess because it is in the center.,contradictory
Explain your reasoning.||Bulbs A and C are still in closed paths with the battery||bulb B is not contained in the same path as bulbs A and C,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||there was a closed path not effected by the switch,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it has a closed path with the battery,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because it still was on a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A is contained in a closed path and not affected by  switch Y.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the circuit was complete,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the path is closed,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a was on because z was closed.,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a was in a closed path with the battery.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because bulb a was in a closed circuit with the battery,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because bulb a was in a closed path with the battery,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a is contained in a closed path with the battery.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||The battery is conatained in a closed path with bulb a,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||there was no gap in the path.,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a come before switch y,irrelevant
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||switch y is on a different path than bulb a.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because it was still connected to the battery terminal.,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because there was a gap in the circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||there was a gap in the terminal,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||there was a gap in the connection between the batteruy and the terminal,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the bettery is contained in the terminal,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A was in a closed circuit.,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb a was in a complete circuit,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb a was in a closed path with a battery.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because the path was closed,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the path was closed and connected to the battery,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because it had no gap between the terminals,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||l,non_domain
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the battery is containing a negative charge only,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||There is no gap in the circuit.,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A is contained in the circuit.,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Y did not effect bulb A,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||be cause there is an electrical connection,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||you,non_domain
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the batter is contained in switch y,contradictory
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because switch y isn""t included in bulb A""s closed path",correct
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||only switch Z is in bulb a""s closed path circuit",correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it was on a complete circuit,correct
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||there is a complete circuit, with a battery and a bulb",correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb A and switch Z are in a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||switch y is not in the same closed path as bulb a and switch z,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a and switch z are in their own closed path excluding switch y,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||switch y and bulb a are not in the same closed path,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Y was not on the path of bulb A.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Y is not on the path of bulb A.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Y and Bulb A are not on the same path,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because it was on a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb A is in a closed path with the battery,correct
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb A""s path only contained switch Z",correct
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A""s path didnt go through switch Y",correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||tell answer,non_domain
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Y was not in the same path,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Z is in the same path as bulb A,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Switch Y is in a different path than Bulb A,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a is contained in a closed path with the battery,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because it was in a closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it was in a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a is in a closed path. switch y does not affect bulb a,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||when switch z was closed bulb a was in a complete curcuit,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||when switch z was closed bulb a was in a complete curcuit connected to the battery,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a is in a complete curcuit when switch z is closed. the battery terminals are connected to bulb a terminals to form a complete curcuit,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because they are on different parts,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||They are not on the same section,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||A is on a cloosed battery,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||A is on a battery that has a closed path,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||The path was closed,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||There was a closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||There is a closed path with the battery and bulb A,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it created a circut with the battery,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the battery and a created a complete circut,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the battery was contained in a circut,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because switch Y did not affect bulb and and the battery closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the closed path still existed for bulb A even though switch Y was open,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it was still connected to the battery,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||battery connected to terminal a,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||there is a path from bulb to battery,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||battery is contained in path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb A is connected to switch Z,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the battery is in a closed path and bulb a is connected to switch z,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because bulb a is not in the same path as switch Y,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb a and switch Y are not in the same path.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||I dont know,non_domain
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||the circuit path A was on was still closed,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a was on a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because it was still in a closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Closed path between batter and bulb A,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A was connected to the battery by a closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because bulb A was still on a closed circuit,contradictory
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A was on because it was in a closed path, as oppossed to bulb B and C which were not because switch Y created a gap and opened the path.",correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because switch y does not affect the circuit that bulb a is on,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because it buld A was in a closed path with a battery.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because it was in a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb A was still in a closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it was connected to both terminals of the battery,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because it was in the same circuit,irrelevant
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because bulb a was in a closed path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||A is connected to the positive terminal.,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||I have no idea,non_domain
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||switch y does not affect bulb A,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||it was copntained ina closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||It was in the same circuit as Y.,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Becuase bulb a was a part of a complete circut.,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||switch Y did not affect the closed circuit for bulb A,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Bulb A was on a different path that switch Y,correct
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||because it had a complete circuit with no gaps to the battery,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||bulb a is in a complete circuit with the battery when switch z is closed.,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because it still caught the current from both terminals,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because Bulb A was still receiving positive and negative currents.,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because bulb A is on a different path than bulbs B and  C,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||beacuse it was still a closed circuit,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||It had its own path,partially_correct_incomplete
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because switch Y occurs after Bulb A and does not affect it.,contradictory
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||i dont know.,non_domain
Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because there was closed paths from the battery to the bulb,partially_correct_incomplete
"Why was bulb A on when switch Y was open and switch Z was closed?||Bulb A is still contained in a closed path with the battery.||Because bulb A was not concerned with switch Y and only concerend with switch Z, which was closed to make bulb A on.",partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there is a gap between terminal 1 and terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||they are not connected,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||they are seperated by a gap from bulb C,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||they are seperated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is not connected to terminal 6.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal one is seperated from terminal six,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal one is connected to the positve battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal one is not connected to terminal six,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is not connected to terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||The terminal 1 is seperated from terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal 6 is connected to the positive battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there is a gap between the positive battery terminal and terminal 1 and terminal 6.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Because terminal 1 is not connected to terminal 6.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||because there is a gap in the connection between terminal 1 and terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal is connected to terminal 6,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is connected to terminal 6,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 6 is connected to terminal 1,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 6 has  gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||l,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||difference in electrial state,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 6 is connected to postive terminal of battery,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there is a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||the terminals are separated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||because there is a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||connected to positive terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||positve battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is connected to the negative terminal and terminal 6 is connected to the positive terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is connected to the negative battery terminal and terminal 6 is connected to the positive battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||The terminals are not connected,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal 1 was connected to a positive terminal 6.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal 1 was connected to a positive battery terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminals 1 and 6 are seperated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||A terminal is connected to the positive battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||A terminal is not connected to the negative battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||A terminal is not connected to the positive battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 and terminal 6 are seperated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||a gap separates terminal 1 from terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is seperate from terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is conected to terminal 6,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 is connected to negative,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||because they are separated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal 6 is connected to the positive battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there is a gap between them - not connected,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 6 is connected to the positive terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal one is not connected to terminal 6,correct
"Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there""s a gap",partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||because there is a positive and negative connections,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||There is a gap between the two terminals,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||they are connected to different terminals,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||it closes the circuit,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||1s connected to 6,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there is a gap seperating terminal 1 from terminal 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||connected tpo positive sie= circuit complete,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Because they are not connected within the same terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||There is a gap between terminal 1 and terminal 6.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||there is a gap between terminals 1 and 6,correct
"Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||terminal 1 and terminal 6 are not connected, there is a gap",correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||because there is a gap between terminal 1 and terminal 6.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Because terminal 1 and 6 are connceted to the battery.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal 1 is connected to terminal 6 which is on the other side of the short circuit,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||There is a gap between 1 and 6,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||Terminal 1 is not connected to terminal 6 because there is a gap.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and terminal 6.||Terminals 1 and 6 are separated by the gap||they are separated by a gap.,correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b and c will not be in a closed path with the battery",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||there is no closed path that contains the battery, bulb b, and bulb c",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||creates a gap",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||they are all in the same path",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulbs b and c will no longer be in closed paths with the battery.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||damaged bulb a creates a gap",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a creates a gap in teh circuit.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||the bulb creates a gap in the closed path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a creates a gap in teh path.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||There will be a gap in the path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||seperates the voltage",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulbs B and C will be on open paths with the battery",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a is in the same path of bulbs b and c",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Because there is a gap.",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||They are all on the same path.",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||i dont know then",non_domain
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||njo",non_domain
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||nooyutgyhjiko",non_domain
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulbs b and c will not be in a closed path with the battery.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b and bulb c are still contained in a closed path with the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||l",non_domain
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||The path is not closed.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||a is in the same path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a still has a path to the battery",irrelevant
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||connection",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a is contained in their closed paths",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a is contained in the same closed path as both bulbs b and c",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a is in the closed path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||closed path",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb a creates a gap",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulbs b and are not in a closed path with bulb a",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A is on the same path as B and C",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A and B and C are on the same paths",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b and c are not on a closed path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||both bulbs B and C are in the same path as bulb A",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||tell answer",non_domain
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A will create a gap in the path",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb a created a gap",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||there is no closed path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b will not be in a closed path with the battery. bulb c will not be in a closed path with the battery.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||if bulb A is damaged the closed path has a gap. bulb b and bulb c are no longer on a closed path.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||if bulb a is damaged bulb b and bulb c are no longer in a closed path with the battery.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||There will be a gap a bulb A",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||damaging bulb a creates a gap.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||there is not a closed path that contains the batteyr and bulb b and bulb c",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b and bulb c are still contained in closed paths with the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b and bulb c are in a closed path with the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb b is in a closed path with the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb B and C will no be in a closed path with the battery",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A is contained in closed paths with the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulbs b and c are still contained in closed paths with the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulbs b and c have separate paths within the closed circuit",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||both bulbs B and C each have their own separate path to the battery within the closed circuit",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||damaged bulb a creates a gap in the path",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||They are in separate paths.",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||There is a gap in the path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||they are conected to each other",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||neither bulb b or bulb c will be contained on a closed path",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||They are no longer on a closed cirucit",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Without A, there""s no closed path",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||B and C will no longer be contained in a closed path to the battery.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||because they are in series with a",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A creates a gap in the path.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||there would be a gap in the closed circuit",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Damaged bulb A will create a gap.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||still connected to the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||they are in the same path",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Damaged bulb A creates a gap in the circuit",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||there will be a gap",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||because the damaged bulb a creates a gap in the path",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb B, and C are still ina contained path.",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||seperate circuits",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||contained in closed path",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||A GAP WIL BE CREATED",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A is not in the same path as bulbs B and C.",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulb A will no longer be completing the circuts.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||bulb A creates a gap in the closed circuit",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||there is a gap caused by bulb A",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||because it would cause a gap",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||the damaged bulb a creates a gap in the path.",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||because it damages the complete circuit",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||it is on a closed path",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||There is a gap in the closed path.",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||it creats a gap so there are no closed paths",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Seperate paths connected to the battery",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Damaging Bulb A would disrupt the closed path with the battery.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||if bulb A burns out then bulbs B and C will no longer be in a closed path.",correct
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||B nor C will have a contained closed paths to the battery",partially_correct_incomplete
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||Bulbs B and C are still contained in a closed path to the battery.",contradictory
"Explain your reasoning.||If bulb A burns out, B and C are no longer in a closed path with the battery||that creates a gap",partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 is connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||they are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||they are connected to each other,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 is connected to terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal one is connected to terminal four,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||The terminal 1 is connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||there was no gap between the positive battery terminal and terminal 1 and terminal 4.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Because they were both seperated.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||because terminal 1 is directly connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 is connetced to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||tereminal 1 is connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||there is a difference in electrical states,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 and terminal 4 are the same,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||the terminal is connected,partially_correct_incomplete
"Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||i""m not sure",non_domain
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||there is a gap in the path,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||there is a gap between terminal 1 and terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||there is a gap in the circuit,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||the terminals are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminals are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Terminal 1 was connected to a negative terminal 4.,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminals 1 and 4 are not seperated by a gap,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Terminal 1 is connected to terminal 2,irrelevant
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 i connected to terminal 6,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||A terminal is not connected to the positive battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 and terminal 4 are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||because they are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 is seperate from terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||because they are both connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||1 is connected to terminal 2.,irrelevant
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Terminal one is connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||same reason as 2,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Because the two terminals are connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1 and 4 connected,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||They are both connected to the negative battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||The positive battery terminal is separated by a gap from terminal 4.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Terminal 1 is connected to terminl 4.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||no charge,contradictory
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||same as above,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Because they were connected within the same terminal.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||terminal 1is connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Because terminal 1 is connected to terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Terminal 1 is connected toterminal 4,correct
Explain why you got a voltage reading of 0 for terminal 1 and terminal 4.||Terminals 1 and 4 are connected||Terminal 1 is not connected to terminal 4.,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not contained in a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is  not contained in a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Because it is in an incomplete path,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The path does not close,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery is not in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||circuit 4 is contained in an open path,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the batteries terminals are not connected,irrelevant
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the bulb is in the closed path,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery is not in a closed path so it can not be damaged,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||it is not contained in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the bulb is not connected to the positive connection.,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the bulb is not connected to the positive connection of the battery.,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not contained in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Because neither components are in closed paths.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Because the battery and the bulb are not in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Because the battery is not in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not in a closed circuit,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not in a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||there is no closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||because one end of the bulb is not connected to the positive side of te battery,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||there is not a terminal connected to the positive path of the battery,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||circuit 4 has no terminal to the bulb,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery and bulb are not in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||not a closed path,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the bulb is not contained in a closed path,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not in the closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not contained in the circuit,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The path contains the light bulb and it is not closed.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The path contains the light bulb and the path is not closed.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the path is not closed,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the batter is not on a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is connected to a bulb,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery path is closed,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||circuit 4 does not contain a closed path and cannot be a short circuit.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Circuit 4 is not a short circuit because it is not connected.,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||?,non_domain
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||It is not a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The bulb and the battery are connected,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||it is an incomplete circuit,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||circuit 4 does not have a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||It is an open path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||It is not a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not cantained in a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||there is no closed path in circuit 4.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Battery is not contained i a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||again because the battery is not in a closed circuit with itself,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||This not a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Both the bulb and the battery have an open path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the battery is not conatined in a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||A terminal of the bulb is contained within the closed path.,contradictory
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The batery is not contained in a closed path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery is not contained in a closed path. There is a bulb.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the is an open path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||i have no idea,non_domain
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Because neither of the components are connected to themselves.,partially_correct_incomplete
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||There is no closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||There is no closed path in diagram 4,correct
"Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||because  it isn""t contained in a closed path.",correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery is not closed in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery and light bulb are not contained in a close path,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||Circuit 4 is not a short circuit because the battery is not contained in a closed path.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||The battery is in an open path to the bulb.,correct
Explain why circuit 4 is not a short circuit.||Circuit 4 has no closed paths||the batter is not contained in a closed path.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and c are contained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and Bulb C are contained in different paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||contained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs a and c are contained in different paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs a and c are contained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs a and c are containe din diffrent paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and bulb b are containe4d in different paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and bulb c are contained in different paths with the bttery.,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and bulb C are contained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs b and c are contiained in the the same path with the battery.,irrelevant
Explain your reasoning.||A and C are in different paths with the battery||bulbs b and c are contained in the same closed path.,irrelevant
Explain your reasoning.||A and C are in different paths with the battery||i dont know,non_domain
Explain your reasoning.||A and C are in different paths with the battery||i dont know.,non_domain
Explain your reasoning.||A and C are in different paths with the battery||They are not contained on the same path,correct
Explain your reasoning.||A and C are in different paths with the battery||because bulbs A and C are contained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and Bulb C are contained in the same path,contradictory
Explain your reasoning.||A and C are in different paths with the battery||the same paths that are parralell to one another,contradictory
Explain your reasoning.||A and C are in different paths with the battery||they are not in the same closed path,correct
Explain your reasoning.||A and C are in different paths with the battery||seperate paths,correct
Explain your reasoning.||A and C are in different paths with the battery||different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb C is contained in a different path then bulb A,correct
Explain your reasoning.||A and C are in different paths with the battery||they are on seperate closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and c are on a different path with the battery,contradictory
Explain your reasoning.||A and C are in different paths with the battery||bulb a and c are contained on the same path with the battery,contradictory
Explain your reasoning.||A and C are in different paths with the battery||the battery is contained in a closed path wit bulb a and c,contradictory
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and Bulb C are not contained in the same closed path,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and c are contained in different paths with the same battery,correct
Explain your reasoning.||A and C are in different paths with the battery||the bulbs are conained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs A and C are on different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||the bulbs are contained in diffrent closed pathes.,correct
Explain your reasoning.||A and C are in different paths with the battery||they are contained in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and bulb c are on different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and bulb C are contaiend in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and C are contained in different paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||They are on different paths than the battery,contradictory
Explain your reasoning.||A and C are in different paths with the battery||A and C are contained in different paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are contained in different paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are contained on different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||They are on different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||because they have different paths,correct
Explain your reasoning.||A and C are in different paths with the battery||Blub A and bulb C are contained in different paths with the same battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||they are on diiferent paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are in different closed paths,correct
Explain your reasoning.||A and C are in different paths with the battery||they are in different paths with the battery,correct
Explain your reasoning.||A and C are in different paths with the battery||because the outcome of the bulb will not affect each other,irrelevant
Explain your reasoning.||A and C are in different paths with the battery||yes,contradictory
Explain your reasoning.||A and C are in different paths with the battery||DIFFERENT PATHS,partially_correct_incomplete
Explain your reasoning.||A and C are in different paths with the battery||They are on separate paths.,correct
Explain your reasoning.||A and C are in different paths with the battery||Bulb A and bulb C are contained in difference paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||they are no on same pathway,correct
Explain your reasoning.||A and C are in different paths with the battery||bulb a and c are in different circuits,contradictory
"Explain your reasoning.||A and C are in different paths with the battery||I accounted for B when it wasn""t pertinant to the question",non_domain
Explain your reasoning.||A and C are in different paths with the battery||They are contained in different paths with the battery.,correct
Explain your reasoning.||A and C are in different paths with the battery||bulbs A and C are not contained in the same closed path.,correct
Explain your reasoning.||A and C are in different paths with the battery||they are connected int he same closed path,contradictory
Explain your reasoning.||A and C are in different paths with the battery||they are each contained in different closed paths with the battery,correct
What do you think the red X means?||the battery is damaged||a short circuit,correct
What do you think the red X means?||the battery is damaged||the battery is dead,correct
What do you think the red X means?||the battery is damaged||the red x means short circuit,correct
What do you think the red X means?||the battery is damaged||battery is dead.,correct
What do you think the red X means?||the battery is damaged||Short circuit,correct
"What do you think the red X means?||the battery is damaged||don""t do it.",irrelevant
What do you think the red X means?||the battery is damaged||the battery wont work,correct
What do you think the red X means?||the battery is damaged||the battery is damaged,correct
What do you think the red X means?||the battery is damaged||The battery is short circuited.,correct
What do you think the red X means?||the battery is damaged||bad,correct
What do you think the red X means?||the battery is damaged||dont do this,correct
What do you think the red X means?||the battery is damaged||battery is damaged,correct
What do you think the red X means?||the battery is damaged||it is not correct,contradictory
What do you think the red X means?||the battery is damaged||the battery is not connected correctly,contradictory
What do you think the red X means?||the battery is damaged||does not work,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||wrong,contradictory
What do you think the red X means?||the battery is damaged||battery is ruined,correct
What do you think the red X means?||the battery is damaged||that the battery connection does not work,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||that the battery needs a path to be connected,contradictory
"What do you think the red X means?||the battery is damaged||That the batter isn""t working.",correct
What do you think the red X means?||the battery is damaged||A red X means the battery is in a short circuit.,correct
What do you think the red X means?||the battery is damaged||the battery is bad,correct
What do you think the red X means?||the battery is damaged||the battery is a short circuit,correct
What do you think the red X means?||the battery is damaged||No electricity is being produced.,contradictory
What do you think the red X means?||the battery is damaged||It is an open path.,contradictory
What do you think the red X means?||the battery is damaged||It is wrong.,contradictory
What do you think the red X means?||the battery is damaged||The battery will not work.,correct
What do you think the red X means?||the battery is damaged||The battery is in a short circuit.,correct
What do you think the red X means?||the battery is damaged||No.,contradictory
What do you think the red X means?||the battery is damaged||I think that it means that the battery is damaged,correct
What do you think the red X means?||the battery is damaged||that the battery has created a short circut and is dangerous,correct
What do you think the red X means?||the battery is damaged||that the battery will not work,correct
What do you think the red X means?||the battery is damaged||battery is dead,correct
What do you think the red X means?||the battery is damaged||That the battery will not function,correct
What do you think the red X means?||the battery is damaged||The battery will be shot circuited,correct
What do you think the red X means?||the battery is damaged||It is short circuit and the battery life will die.,correct
What do you think the red X means?||the battery is damaged||That the circuit is bad.,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||a short circuit has occured,correct
What do you think the red X means?||the battery is damaged||the red x means that the circuit is not safe.,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||Bad.,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||That battery is dead.,correct
What do you think the red X means?||the battery is damaged||It means that the battery will not work,correct
What do you think the red X means?||the battery is damaged||Short circuit or bad battery.,correct
What do you think the red X means?||the battery is damaged||the battery does not work,correct
What do you think the red X means?||the battery is damaged||The battery has been damaged or does not work,correct
What do you think the red X means?||the battery is damaged||the batery failed,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||This is dangerous.,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||its incorrect,contradictory
"What do you think the red X means?||the battery is damaged||The battery doesn""t work.",correct
What do you think the red X means?||the battery is damaged||the battery is ruined,correct
"What do you think the red X means?||the battery is damaged||The battery won""t work",partially_correct_incomplete
"What do you think the red X means?||the battery is damaged||incorrect, or not a correct way to wire",contradictory
What do you think the red X means?||the battery is damaged||short circuit.,correct
"What do you think the red X means?||the battery is damaged||the battery isn""t working and is dead.",partially_correct_incomplete
What do you think the red X means?||the battery is damaged||The current has shorted out the battery.,correct
"What do you think the red X means?||the battery is damaged||Short circuit, or ""Danger, Will Robinson!""",correct
What do you think the red X means?||the battery is damaged||That the battery does not work.,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||That there is a short circuit.,correct
What do you think the red X means?||the battery is damaged||I think the red X means that this is dangerous and should never happen unless something is seriously wrong.,partially_correct_incomplete
What do you think the red X means?||the battery is damaged||there is danger,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c was contained in an open path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||there was a gap in the gap betweeen the battery and bulb c,contradictory
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||With switch Z open, bulb C was not contained in a closed path.",correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb B is in the path of the opened switch,irrelevant
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was in the path of the opened switch,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because bulb c was in an open path,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c is contained in an open path and not connected to the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||switch z is contained in a closed path,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because there was a gap in the circuit.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||There was a gap,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||there is a gap in the path between switch y and swtich z.,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||and it is contained in a closed path with the battery,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c is contained in a closed path with switch y.,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||i dont know,non_domain
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb C was not contained in a closed path with the battery.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because bulb c was contained in an open path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||the aijfkfthgh,non_domain
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb c was not in a closed path with a battery.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C had an open path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||there was no closed path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||l,non_domain
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C is not contained in the in the circuit.,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C is not connected to the battery.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||switch Z effects all the bulbs,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||switch z effects bulb C,partially_correct_incomplete
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because switch z is in bulb c""s closed path",correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||it was not in a complete circuit,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||open path,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb is still contained in a closed path with the battery,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c and switch z are in the same closed path,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Because bulb C is not contained in a closed pathway.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C is not contained in a closed pathway.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C and the battery are not contained in a closed pathway,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||The battery is contained by an open pathway,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because the path was not closed,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||tell answer,non_domain
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Switch Z is in the same path as Bulb C,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Switch Z opens the path for bulb C,correct
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was in an open path,",correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was in an incomplete path,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||The open switch was in the path.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Because switch Y was open and bulb C is not ina closed path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb C is not contained in a close path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c was separated from the battery.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c was not connected to the battery.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c in not contained in a closed path.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||There is not a closed path with the battery and bulb C,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||it was not contained in a closed path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because bulb C was not still contained in a closed path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||gap in the path,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||gap in the path to the battery,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because bulb C is not connected to switch z,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because bulb C was separated by a gap from the battery,correct
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Because Bulb C and switch Z are in the same path, so with switch Z open, a gap was created.",correct
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C could not turn on because there was a gap in it""s path",correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb C is on the same path as switch Z,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||There was a gap.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||there was a gap in the circuit that C was on,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb c was not contained in a closed path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Because it broke the circuit,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Not contained in a closed path,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was no longer contained in a closed path with the battery.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because there is not a closed circuit anymore for bulb c,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was off when switch Z was oped because switch Z created a break in the path. The path was no longer closed.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C had a gap in the path with the battery,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||It is no longer contained within a closed path,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C is not contained in a closed path with the battery.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb c had a gap in the path.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||dont know,non_domain
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Switch Z made a gap in teh circuit,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||it was in an open circuit,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||It was not in the same circuit.,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Z being open created a gap in the circut.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||switch Z created a gap in the closed circuit required for bulb C,contradictory
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C wasn""t in a closed path",correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because Y created gap to the positive battery,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||there is a gap in the closed circuit seperating bulb c from the negative terminal when switch z was open.,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because for the currents from both terminals of the battery to reach bulb c switch z and y must be closed.,contradictory
"Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Because it didn""t get he negative current.",partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was no longer connected to the negative battery terminal.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||becuase bulb C will be taken off the closed path when switch opens,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||it was not a closed path,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||The path it was on,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Because switch Z puts a gap in the circuit.,contradictory
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||because there was a gap in the pathway.,partially_correct_incomplete
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C did not have a closed path. there was a gap,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||Bulb C was off when switch Z was open because bulb C was directly in an open path.,correct
Why was bulb C off when switch Z was open?||Bulb C was no longer in a closed path with the battery||bulb C was not contained in a closed path because of the gap created by switch Z.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is no difference in electrical states,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminals are the same,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||i do not know,non_domain
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminal are seperated by a gap when the bulb goes out,irrelevant
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is no difference between the two terminals.,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The bulb is off.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||they are connnected to the negative terminal of the battery,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb terminal and the battery terminal have the same electrical state.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb terminal is connected to the battery terminal.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is no gap so there is no difference in voltage,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The positive battery terminal is seperated from the negative battery terminal,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap between the positive battery connection and the bulb terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap between the battery terminal and the bulb terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap between the positive battery terminal and the bulb terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap between the bul and battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is a gap between the bulb and the battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is not a gap in the connection,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminal is connected to the difference of the battery terminal,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The electrical states of the bulb terminal and the battery terminal are the same.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||its not working,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminal it is connected to is not working,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the two terminals will both be 0,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||a terminal is connected to differenet states,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is no difference in electrical states.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||A terminal is connected to the battery.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb will not light,irrelevant
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminal is connected to postive end of battery,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that there is no electrical connection,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||no electricity,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||to a battery,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is none,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a separation,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb is connected to the battery terminal,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb terminals are connected to the battery terminal,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||It tells you that it is connected to a positive battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that buld and the battery terminals are connected,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||bulb,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||it is negative,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The connection is closed,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||it is closed,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The terminal is connected to the bulb,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||That it is a negative terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The terminal is connected to a negative terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is no connectivity,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||no connection,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||a terminal is connected to the positive battery terminal,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||they are the same state,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminal is connected to the battery terminal,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that there is no difference between the electrical states of the bulb terminal and the battery terminal,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminals are separated by a gap,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the terminals are sepatated by a gap and the battery terminal and bulb terminal are connected,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||Tells you that there is a gap,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||A voltage reading of 0 means there is a gap,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap in the connection.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||a voltage reading of 0 volts indicates a gap in the circuit.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||i dont know!!!!,non_domain
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is no connection.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is not a connection between a bulb terminal and a battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is a bad connection between a bulb terminal and a battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb terminal and battery terminal are not connected to one another,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that the bulb terminal and battery terminal are on the same side of a disconnected circut,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||they do not create a circut,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb terminal and the battery terminal are separated by a gap,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb terminal and the negative battery terminal are separated by a gap,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||i dont know the rest,non_domain
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||seperate,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||connected to battery,partially_correct_incomplete
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that it is connected to the negative terminal,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||they are the same,irrelevant
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the two terminals are connected,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that  there is no difference in electrical states of the two terminals,correct
"What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the electrical states between the terminals is the same, resulting in 0",correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||It is a bad connection.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||They have the same electrical state.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The bulb is dead pr not connected to the battery terminal,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that there is two positive or two negative connections,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The have the same electrical states,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||the bulb may be damaged,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||they are in the same electrical state,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is no electrical states,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that there is a gap in the circuit.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is no voltage.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||its not recieving from either the negative or positive terminal,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||It is being attatched to the wrong side.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that the bulb terminal is only connected to one of the battery terminals,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap somewhere in the circuit,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||they are connected,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is a gap between the bulb terminal and the battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||there is no electrical state difference.,correct
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||There is a gap in the circuit.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||that it is not connected to both sides of the battery,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||The bulb is only connected to that side of the battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||That the bulb terminal is connected to the negative battery terminal.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||That it is damaged.,contradictory
What does a voltage reading of 0 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are connected||That there is a gap,contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because there is an alternate path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is still a closed path between bulb a and the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is a closed path, with switch z,  that contains bulb a and the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is in a closed path without switch y",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is a closed path that contains bulb a and does not contain switch y",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is a closed path that contains bulb and a battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because bulb a is not in the path of switch y",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because x and z could be closed and it will work.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because x and z could be closed and bulb a will work.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a will light when it is in a closed path with the battery.",irrelevant
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is on a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch y is contained within a closed path",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because bulb a is in a closed path with the battery.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because switch y is not conatined in the closed path of bulb a and the battery.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb a can be lit with a closed path when switch z is closed",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is still in a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because switch x is open.",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||it is not in the same path.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch y is not in the same path as bulb a.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch y is not in the same path of bulb a.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because it is not in the same path.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||i dotn knwo""r[foldf;hoglbkrd",non_domain
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||i dont know",non_domain
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||th ebatter",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z is contained in the same terminal as the battery",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb a is in a closed path with a battery.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||If switch x and switch z are closed, bulb A is in a closed path with the battery.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||its a closed path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||its contained in a closed path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z is contained in a closed path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||it is in a closed path with the battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||l",non_domain
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb A is in a different path than switch Y.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is another path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Switch Y and bulb A do not have to be in same path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because it is not in the closed path with bulb a",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because it has another closed path it can use",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is an alternate closed path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z contains a closed path with the battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is in a closed path with a battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||complete circuit",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||battery, switch, bulb",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a and c are contained in a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is in a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z is contained in a closed path with bulb a and the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||it can take a different path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||The circuit is closed",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||It still contains the battery and is on a closed path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because bulb A is in a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z is contained on a closed path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||tell answer",non_domain
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Switch Z can be closed instead",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||There is another path through Switch Z",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb A and C are contained in a closed path with the  battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because it is not in the same path",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||it is not in the same path as the bulb and battery",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||it is not in the same path with the bulb and battery",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z could be closed",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z is contained in a closed path to the battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because bulb a can still be in a closed path with the battery if switch z is closed and switch x is closed",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||if switch z is closed it can make a closed path that contains bulb a and the battery.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||They are on different series",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb A is on a different path than switch Y",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is in a closed path with the battery without passing through switch y.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is in a closed circuit with the battery without the y switch.",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||i give up",non_domain
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||There is still a closed path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Y is not needed for bulb a to light",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is a closed path with the battery and bulb a",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||beacuse there is a complete path without switch y",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||beacuse there is a complete circut without y being involved",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||there is a complete path to the battery without y",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch z is closed so it still creates a complete path to the battery",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because bulb A has two different paths that can keep it in a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb A will be on a closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||they are not on the same path",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because it is not in the path to the battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch y is not in the path to the battery",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch y is not on the same path to the battery as bulb a",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch y is not on the same path to battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because switch x can be closed and y can be open and A will light",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is connected to 2 different paths and either one would light up a if they were closed",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb A is in two different paths with the battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||The bulb and the switch are not on the same closed path.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because it is still in line with the battery",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||its not effecting the current to switch A",irrelevant
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb A is on a closed path with switches X and Z, so as long as those are closed the bulb can light up",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||true. bulb a will light if switches X and Z are closed.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||As long as X and Z are closed A will light",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because it can go through switch Z",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because bulb A will still be contained on a closed path to the battery.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because bulb a can go through the other path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Switch Z will still create a closed path from the bulb and the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a can have a closed path with the battery through switch z",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because it can still make a closed path with switch X and Z.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||x has to be closed. Y is not in the same path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||you can close switch Z and it will have light",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||It is still contained in a closed path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||becasue it can be in another closed pathway",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because switch z can be closed",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Bulb A is in the path with switch X.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||it is on its own closed path with the battery",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||switch Z can be closed",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||can complete the path by having z be closed",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||It is not in the same path as bulb A.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||If Z is closed, A is still part of a complete circut.",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||if switches X and Z are closed it will complete the closed circuit for bulb A",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Switch X can still form a closed path",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because it can have complete circuit if Zis closed and Y is open",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||bulb a is in a complete circuit with the battery.",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because the negative current can transfer through switch z",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||It receives current from switche Z.",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because bulb A is connected to another path.",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||becuase it can follow that path that switch Z is on",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||if x and z are closed then it will create a closed path",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||i don""t know",non_domain
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because bulb A can still be in a closed pathway through bulb C and switch Z",correct
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||because it can travel by bulb c",partially_correct_incomplete
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||Because switch Y and Z are also connected to bulb A.",contradictory
"Why not?||there is still a closed path containing Switch Z, Switch X, Bulbs A and C and the battery||the bulb could be lit by having switch X and switch Z closed.",partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||is the difference between two terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||is the difference between terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the is a difference in the terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||is the difference in electrial stat between terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in electrical states between two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in the electrical states of the positive and negative terminals of a battery,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the measurement between the electrical states of the positive and negative terminals of a battery,correct
"What is voltage?||Voltage is the difference in electrical states between two terminals||electricity difference between the battey""s positive and negative terminals",partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||a measurement of current and flowing the a source.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||a measurement of current flowing through a source.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||a difference between the electrical states.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between the positive and negative terminals of a battery,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference of electrical states in a battery,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in electricity between terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||teh difference of electrical states between two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference between two terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||Two terminals that have different electrical states,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||a measurement of electricity,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the different in the positive terminal and negative terminal.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between the electrical state of the positive terminal and the negative terminal.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the measure of electrical charges in a component.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the amount of electrical charge within a component.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference between tow terminals.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the measurement of power of electricity,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in connections between terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in electrical state between two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference in electrical states between two terminals.,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in batteries,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||difference between the baterry and termnial,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in the electrical state between the battery and terminal,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference between states,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||it is the difference between the electrical states,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference in the electrical states between the terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference in electrical states.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||The measurement in difference of the electrical states.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||measurement of the difference in electrical states between two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the measurment of power to a source of energy,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the power of the terminal,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||gods state,non_domain
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between electrical charges of battery terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference of chemical signals between terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between electrical charges in a battery,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in electricity created by chemical reactions between two terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference between the two ends of the battery,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||different chemical output,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||Difference between the electrical state of the two ends of the battery,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||potential difference,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||difference in eletricity,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||potential difference between 2 terminal,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||difference in electrical state between two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between the positive and negative measurements of power,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference in electrical charge between two terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||Voltage is the difference between the positive terminal and negative terminal in a battery.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||Voltage is the difference in electrical states between two terminals.,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the amount of volts,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the distance between terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||a difference between two terminals with a measurement,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||a difference is electrical states between two terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference in electrical states between two terminals of a circuit,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in electrical states of two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference betweej two terminals that are not connected,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference between two terminals that produces and electrical state,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the diffrence between states.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the diffrence in electrical states.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||volatge is the diffrence in electrical state between two terminals.,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||a measure of electric power,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||a measure of the strength of electricity,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in size between two terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the measurement of the difference between two terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||i dont know,non_domain
What is voltage?||Voltage is the difference in electrical states between two terminals||...,non_domain
What is voltage?||Voltage is the difference in electrical states between two terminals||the measurement of the difference between two terminals in an electric state,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||distance between terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||energy between terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||difference between paths of terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||negative and positive difference,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the amount of power a battery emits,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in power a battery emits,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in an electrical state a battery has,contradictory
"What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between two different terminal""s electrical states.",correct
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is a reading of the difference in electrical states between two terminals,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||Voltage is the charge given when two terminals are connected.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference between the terminals.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||0.0,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference in the electrical states between two terminals.,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||difference in electrical states of terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||0,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The measure of electritcy across a power source,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||0.0 volts,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||measure of electicity,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||difference between two electrical currents,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||Voltage is the difference in electrical states between a bulb terminal and a battery terminal.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the amount of electricity in a batery,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The amount of charge.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||electrucal charge,contradictory
"What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the differance between the 2 terminals of a batter""s state",contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||measure of electrical current?,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||Voltage is how much energy is going on inside a battery.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference is electrical states between two terminals.,correct
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in charges of two terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference in electrical states,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference between positive and negative,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between 2 terminals.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is a property of batteries. voltage is the difference between electrical currents in two terminals.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The measured difference between two electrical states.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||The difference in charge between the two terminals,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the measurement of the electrical current that occurs when the chemicals are mixed together.,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The amount of electric being put out,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||The electrical difference between the two terminals of a battery,contradictory
What is voltage?||Voltage is the difference in electrical states between two terminals||the difference between terminals.,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||voltage is the difference in the states of the terminal,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||The measure between 2 different terminals,partially_correct_incomplete
What is voltage?||Voltage is the difference in electrical states between two terminals||measure of the difference between the elecrical states of two terminals.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because bulb b and c still are contained within a closed path of the battery,correct
"Explain your reasoning.||bulbs B and C are still in closed paths with the battery||there is still a closed path that contains the battery, bulb b, and bulb c",correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||they are in different path,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||b and c will be in their own closed paths with the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb b will be in a closed path. bulb c will be in a closed path.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs b and c are on a closed path with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb b and bulb b are still in a closed path with the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulbs B and C will still be on closed paths with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb A is not contained in the same path as bulb B and C.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb A is not in the same path as Bulb B and Bulb C.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb B and bulb C are still in closed paths.,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because the circuits will be closed,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||the terminal will be cloesd,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb a is in a separate path,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||the switch and the bulb are contained in the same path,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb A and the switch are contained in the same path,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||they are in a closed path,partially_correct_incomplete
"Explain your reasoning.||bulbs B and C are still in closed paths with the battery||There is still a closed path that contains the battery, Bulb B, and Bulb C.",correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb B and C are in a different path,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb a creates a gap,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs b and c remain in a closed path with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||closed path,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs b and c are not in a closed path with bulb a,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb B and C are on different closed paths containing the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||b and c are parallel to a,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||b and c are in a closed path with the battery,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs B and C are in different paths that do not contain bulb A,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb B and C are still contained in a path with the battery,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb a is not in the same path as bulb b and c. there will be no gaps with bulb b and c,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb a will not create a gap for bulb b and c,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||there is still a closed path to the battery for bulbs b and c,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||there is still a closed path,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because bulb b and bulb c are in seperate paths from bulb a,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||if bulb a burns out it does not make a gap in the closed path for bulb b or c.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb B and C are still contained in closed paths with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb b and c are still in a closed path with the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||there is still a closed path that contains the battery and bulb b and bulb c,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||there are still complete paths to the battery for B and C,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||b and c are both parts of complete circuts to the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb B and C both still are on a closed path with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb b and c are on a closed path to the battery,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs b and c are on the ame path as the battery,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||All the bulbs are on different closed paths connected to the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||They are still in path with the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||they will get damaged in the process,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||B and C are on different closed paths connected to the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs B and C are still on closed paths containing the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||They still have their on closed paths,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulbs B an C will still be contained in a closed path to the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulbs B and C are in seprate closed paths that contain both the bulb and the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb b and bulb c would still be in a closed path with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||There is still a closed path containing bulb B and C with the battery.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because it creates a gap bewtween the battery and the other paths,contradictory
"Explain your reasoning.||bulbs B and C are still in closed paths with the battery||they are in seperate paths, so they won""t be affected",correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||there is still a path closed for bulb b and c,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because,non_domain
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because bulb a is not in the same path as bulb b and c,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||When one bulb goes out the rest go out.,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||they are on their own clsosed circuits,contradictory
"Explain your reasoning.||bulbs B and C are still in closed paths with the battery||my b, they will be on, not in the same path",correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||b and c are on different paths,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||B and C are not in the same circuit as A.,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulbs B and C will still be on their own completed circuts.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulbs B and C still are contained in closed circuits,contradictory
"Explain your reasoning.||bulbs B and C are still in closed paths with the battery||There are closed paths that don""t include bulb A",partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because each bulb has its own complete path,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||because they will still be in a closed path with the battery,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Because it is not on the same path,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulb B and bulb C are still in closed circuits.,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Becuase there are still 2 closed paths for the battery to send volts through.,partially_correct_incomplete
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||even if A burns out there are still closed paths for b and c,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulbs A and B have their own paths.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb A is not in the same pathway as bulbs B and C.,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||They still have a direct closed path,correct
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||Bulbs B and C are not on the same line as bulb A.,contradictory
Explain your reasoning.||bulbs B and C are still in closed paths with the battery||bulb A is not contained in the same circuit as bulbs B and C,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||positive battery terminal is not separated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Because terminal 4 is connected to the negative terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Because there is a gap between terminal 4 and the positive terminal,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||I do not know,non_domain
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 is connected to bulb B,irrelevant
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to a gap created by bulb B,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery is connected to the terminal 4.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal is connected to terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal is not seperated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal is not separated from terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to the positive battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive battery terminal is not separated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||there is a gap between teh positive battery terminal and terminal 4.,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||there is a gap between the negative battery terminal and terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the negative battery terminal is separated by a gap from terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive battery terminal is not seperated by a gap from terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||because the positive battery terminal is not seperated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 is only connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal is seperated by a gap from terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the  negative batter terminal is seperated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the negative battery terminal is connected to terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal batter is connected to 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to the positive battery,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery  terminal has no gaps from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive batter terminal does not have a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||a terminal is connected to the positive terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||it is a open circuit,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||gap in circuit at bulb B causes the voltage reading to be 0,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to postive battery,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive terminal is seperated by a gap from terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive terminal is not seperated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal is separated by a gap from terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||there is no gap between the positive battery terminal and terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||there is no gap between terminal 4 and the positve battery terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Because the batter termnal was not separted by a gap from terminal .,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Because the battery terminal was not seperated by a gap from terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 is connected to the positve battery terminal and it is not seperated by a gap,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 is connected to the positve battery terminal and terminal 4 is not seperated by a gap,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to the positive terminal of the battery,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the negative battery terminal is seperated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||tell me the answer,non_domain
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||There is no gap between the positive terminal and terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||There was no gap between terminal 4 and the positive terminal.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal s separated by a gap from terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to the positive batterty terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive terminal is connected to terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the negative battery terminal is separated by a gap from terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminak is separated ba a gap from terminal 4,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||?,non_domain
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 and the negative ternimal are not connected.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal and terminal 4 are on the same side of the damaged bulb,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal and terminal 4 do not have a gap between them,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||the positive battery terminal and terminal 4 are connected,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||after gap,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||positive after gap,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal positive after gap,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is connected to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||because terminal 4 is connected to the positive terminal but not the negative terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||terminal 4 is separated by a gap from the negative terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||because the negative terminal is separated by a gap from terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||There was a gap.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||there was a negavtive gap,contradictory
"Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||I don""t know.",non_domain
"Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||There is no gap, same electrical state.",partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||becuase the negative end of the votlage meter was connected to a positive circuit,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||There was no gap between the positive battery and terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||I do not know.,non_domain
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||no gap between 4 and positive battery,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||bulb b created a gap,irrelevant
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive battery terminal is separated by a gap from terminal 4.,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 has a gap.,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||there is a gap between teh negative battery terminal and terminal 4,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||no clue,non_domain
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive terminal is connected to terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Because there is no gap between terminal 4 and the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive battery terminal is a closed path from terminal 4.,contradictory
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 and the positive battery terminal are in the same state.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Because there  is a gap in the system where componenet B is shorted out.,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive terminal is not seperated from the gap,partially_correct_incomplete
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 was only connected to the positive terminal,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positve battery terminal is connected to 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||The positive battery terminal was not seperated by a gap from terminal 4.,correct
Explain why you got a voltage reading of 0 for terminal 4 and the positive terminal.||Terminal 4 and the positive terminal are connected||Terminal 4 is connected to the positive battery terminal.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulb a and b are still contained within a closed path with the battery,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||there is a closed path that contains the battery, bulb b, and bulb a",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because they are both still contained in a closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs a and b are still contained in a closed path with the battery.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulbs a and b are in a closed path with the battery,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||If bulb C is damaged, then bulb B and bulb A are still contained in a closed path with the battery.",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c is not in the same path of bulb a and b.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||i dont know.,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c is not in the same path of the battery.,partially_correct_incomplete
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||i don""t know.",non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb B and bulb A stay on a closed path.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb B and Bulb A are on closed paths.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||the bulb in burned out,irrelevant
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||becaudse the terminica;l circuit bulb sidshfklopc,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs a and b are still in a closed path with the battery,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||if C is damaged, the bulb A and B ae contained in a closed path",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||battter is contained in a closed path,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||the battery is contained in a closed path,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||l,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb A and Bulb C are contained in a closed path with the battery.,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb A and Bulb B are contained in a closed path with the battery.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c is in an independent path,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||how so?,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||no i do not want to,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||no,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c is contained in a closed path,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulb c is not included in the closed path,partially_correct_incomplete
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c is contained in it""s own closed path",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||closed path,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs a and b are contained ina  closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||A and B are on a closed path with the battery,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||If bulb C is damaged, then bulb A and bulb B are still contained in a closed path with the battery.",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb C is not in the same closed path as the battery,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||tell  answer,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb A and B are still contained in a closed path with the battery.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c does not create a gap in the path for bulb b and a,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c does not create a gap,partially_correct_incomplete
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||If bulb c is damaged, bulb a and bulb b are still contained in a closed path with the battery",correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||if bulb c is damaged, then bulb a and b are contained in a closed path with the battery",correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||if bulb C is damaged, bulb A and bulb B are still in a closed path with the battery.",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulbs A and B are contained in a closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb c does not affect the path of a and b.,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||i give up.,non_domain
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||there is a closed path that contains the battery and bulb a and bulb b,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||there is still a complete path for bulb a and b,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb a and c are still contained in closed paths with the battery,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulb a and b are still contained in a closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they are still in a closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb A and bulb b are still contained in closed paths with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs A and B are still connected to the closed circuit containing the battery,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs A and B are still connected to the closed path containing the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs A and B are still connected to the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulbs a and b are still contained in a closed path with the battery.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they are still on a close path as teh battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they are on their own closed path with the battery,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs a and b are still contained on a closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Because they remain in a closed circuit,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||They have a seperate closed path with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulbs A and B stay on because they are still contained within a closed path with a battery,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||If bulb C is damaged, there is still a closed path with the battery.",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because A and B still connected to battery,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||there is still a closed path for bulb A and B,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||A and B are still in a closed pathway with the battery,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulb c is not in the same ppath,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb A and Bulb C are still in a contained path.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they are on seperate closed circuits with the battery,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||not contained insa me path,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||SEPARATE PATHS,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||They are in separate paths.,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||A and B are still contained in a closed path with the battery.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they are still contained in a closed circuit with the battery,contradictory
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulbs A and B are on a different closed path,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because they are on a closed path that is not interrupted by C,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||bulbs a and b are still contained in closed paths with the battery.,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulb a and b are not contained in a closed path with bulb c,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they were on a closed pat,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulb B and bulb A were still contained in a closed path with the battery.,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Because bulb C is on it""s own pathway seperate from A and B with the battery",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||because bulb c doesnt effect the other closed paths,partially_correct_incomplete
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||They are contained in a close pathway,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Because Bulb C is not contained on the path of the other bulbs,correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||they still are contained in a closed path with the battery,correct
"Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Through bulb A, bulb B is still contained in a closed path to the battery.",correct
Why do both bulbs A and B stay on when bulb C is burned out?||If C burns out then A and B are still in a closed path with the battery||Bulbs B and A are still contained on a closed path with the battery,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the two ends of the battery do not connect to one another,partially_correct_incomplete
"Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery terminals don""t connect without any devices",partially_correct_incomplete
"Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||there isn""t a closed path of the battery",correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||only one terminal of the battery is contained within the path and there is a bulb in the closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||there are two components in the path,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because the battery is out of the closed path completely.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not contained in the closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not in a closed path.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||circuit 2 has a bulb on a closed path,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||circuit 2 is connected to a terminal on the battery,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||circuit 2 is connected to the battery,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not contained in a closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the only component in the closed path is the battery.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||only one side of the battery is in the closed path,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not in the closed path,correct
"Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||A bulb is within the closed path, the battery is not in a closed bath so it can not be damaged",correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not in a closed path so it can not be damaged,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||it only has 1 connection.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the bulb is only connected at the negative connection.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the bulb is not connected to both positive and negative connections.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because there is a bulb connected.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because there is a bulb in one of the paths.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Bcause the battery is not in a closed path.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the bulb is not in the batterys path,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the bulb is in a closed circuit,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the path is closed,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||There is a bulb connected to the battery terminal.,irrelevant
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||There is a bulb in the circuit.,irrelevant
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is in a circuit with a bulb.,irrelevant
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||it has a battery,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the bulb is in a closed path,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not connected in the closesd path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Both terminals of the battery is not connected.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||A light bulb is attached to the battery.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||open path,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||postive terminal of battery is not connected,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||there is a path way connecting to a bulb and battery,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||there is a battery and bulb with a connection,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||battery and bulb,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because there is a light bulb,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not contained in the circuit.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||it is not in a closed path,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Circuit 2 is not in a closed path,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not in a closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||circuit 2 is a short circuit,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the attery is not in a closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not on a closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not in a clossed path.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery connects to the bulb,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not connected to itself,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the path of battery 2 is not to itself,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is connected to only one side of the bulb and is only running electricity back to the battery.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The bulb is in a closed path but the battery is not.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The bulb is in a closed path and the battery is not in the closed path with the bulb.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Circuit 2 is not a closed circuit because the battery and the bulb are connected.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||?,non_domain
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||there is not a full circut with both battery terminals,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery terminals are not connected to one another,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||there is not a complete path involving both battery terminals,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not contained in a circut,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The bulb is in a closed circuit and the battery exists in that circuit,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not in a closed bath alone,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||not a closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because the battery is connected to the path of the bulb,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because the battery is connected to the bulb,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is not alone in the path,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the battery is not connected to itself,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||It is a closed path.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||There is a component.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||it does not damage the battery,irrelevant
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not connected to only itself in a closed path,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not contained in a closed path.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Circuit 2 is not a short circuit because it is not a closed circuit.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The batter is not in a closed loop with no other components.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the battery is not in a closed circuit,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because the battery is not damaged when lighting the bulb,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the is a bulb in the closed circuit,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Circuit 2 is not a short circuit because the battery is not in a closed path with itself.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because it is connected to a bulb that is a closed path,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||There is a light bulb in the circuit,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The circuit is not closed around the battery.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Beccause the bulb is in a closed path not the battery.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because it is still connected to a batery,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because there is a bulb. It is not a closed path.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the buld circuit is closed,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the bulb is in the path of the circuit,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||It is in a closed path,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Because the bulb is connected correctly.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||There is another component besides the battery in the circut.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery is connected to the bulb,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||it contains a bulb and does not complete a full circuit to the battery,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||circuit 2 is not a short circuit because the battery is not in a closed path.,correct
"Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the battery doesn""t get damaged sense it is coming in full contact a one end with the bulb.",partially_correct_incomplete
"Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Both ends of the battery aren""t connected to each other.",partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||The battery in  2 is not on a closed pathway.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||the battery is not closed the bulb is.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||There is a light bulb and a battery present,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Only one terminal is involved in the circuit.,contradictory
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Circuit 2 is not a short circuit because the battery is not connected to itself.,correct
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||One side is closed the other side is open.,partially_correct_incomplete
Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||Circuit 2 is not a short circuit because is shows connection to the bulb.,partially_correct_incomplete
"Explain why circuit 2 is not a short circuit.||The battery in 2 is not in a closed path||because the battery isn""t in a closed path on its own",correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the termials are the oppsite,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terials are different,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The terminals are connected to each other,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are connected and the bulb is working,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is no gap between the bulb terminal and the battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb is connected to the positive terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||i do not know,non_domain
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are not connected to each other.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||they are connected to the positive battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is a gap between the bulb terminal and the battery terminal.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is no gap.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is no gap between the positive battery terminal and the bulb terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are connected to each other.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminal is connected to the battery terminal with a gapp,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is a gap between the battery terminal and the bubl terminal,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The bulb terminal is not connected to the battery terminal.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are not connected,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a terminal is connected to the same states,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is a difference in eletrical states.,irrelevant
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb terminal has no gap and the bulb will light,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb will light,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a terminal is connected to a battery,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||god,non_domain
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are connected,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is a gap,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb terminals are not connected to the battery terminal,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||they are not connected.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||It tells you that it is connected to a negative battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||It tells you that is isi connected to a positive battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||It tells you that it is connected to a positive battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb terminal and the battery terminal are not connected,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||they are connected to each other,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||it is connected to the positive terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||asdff,non_domain
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||sdfdka,non_domain
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The terminal is connected to a positive battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The electrical states between two terminals.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The connection could be between a positive or negative battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a terminal is connected to the negative battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a terminal is connected to the positive battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a terminal is connected to the opposite battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a terminal is cnnected to the positive terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminal is connected to the other battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminal is not connected to the battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb terminal is connected to the battery terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||a reading of 1.5 volts means that the connection between the bulb terminal and the battery terminal  is closed.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are not connected.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is a good connection between a bulb terminal and a battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is a connection between a bulb terminal and a battery terminal.,contradictory
"What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||I""m not sure of the answer!",non_domain
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is a great connection between a bulb terminal and a battery terminal.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||seperate from battery,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||that it is connected to the positive terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb is connected to a positive terminal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the connection is positive,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||That they are connected to each other.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals form a closed path,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb is connected to the positive and negative terminals of the battery,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||They have different electrical states.,partially_correct_incomplete
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the terminals are not connected to each other and there is a positive and negative,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The is a gap between teh bulb terminal and the battery temrinal,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is a gap.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||that they are not connected,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The terminals are connected to different terminals of the battery,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||There is voltage.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is no gap,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the circuit is closed betweent the battery and the bulb and recieving electricity,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||It is attatched to the correct side.,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||They are not connected to each other.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||that the terminals are not connected to each other,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||there is a difference in electrical states,irrelevant
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||the bulb is connected to the opposite terminal of the battery,partially_correct_incomplete
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||Their is a gap.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The electrical states differ.,partially_correct_incomplete
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||that the terminals are connected to each other,contradictory
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||The bulb is connected to the opposite end of the battery,partially_correct_incomplete
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||That the terminals are not connected to each other.,correct
What does a voltage reading of 1.5 tell you about the connection between a bulb terminal and a battery terminal?||the terminals are not connected||They terminals are connected to each other.,contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||there is one path though bulb a and a second path through bulb b and c. The two paths are independent from one another. If one bulb goes out in one of the path it only affect the bulbs within that same path",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||there are two independent paths.only the components within the same path effect each other",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||only the components within the same path effect on another",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a doesn""t affect bulb b or c",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is contained within a complete path with the battery, but bulb b and c are on the same path so if one is burned out the other will burn out too",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||i don""t know",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a does not affect the path of bulb b and c",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb b and bulb c are in the same path so if one burns out the other will nott work. bulb a is contained within a different path and will not burn out if bulb b or c is damaged because it is still contained in a closed path with the battery",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||no",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||i gave you an answer",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||next question please",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulbs b and c are paired together in one closed path with the battery. bulb a is by itself in a closed path with the battery.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is in parallel with bulbs b and c. bulbs b and c are in a series and they depend on each other to close the path.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a does not affect bulb b and bulb c. bulb b and bulb c are on their own path with the battery.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is on a closed path with the battery. if bulb b or c is damaged, it creates and open path for bulbs b and c",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is on a closed path with the battery",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is in a path that is not affected by the other two bulbs. bulbs b and c are in a path that is affected if either of the bulbs burns out. bulbs b and c are not affected by bulb a.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a does not affect bulb b and bulb c. bulbs b and c, do not affect bulb a. bulb b affects bulb c, and bulb c affects bulb b.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is contained in a path with the battery and bulbs b and c are contained in a separate path with the battery.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulbs b and c will react the same, bulb a is seperate and can react differently",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulbs b and c are on the same path and react the same",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulbs b and c are on the path and react",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is not in the same path of bulb b and c.  if bulb a is damaged, bulbs b and c are still lit.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a id not in the path of bulb b and c.  if bulb a is damage, bulbs b and c are still lit.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is not in the path of bulbs b and c.  if bulb a is damaged, bulbs b and c are still lit.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is on a seperate path than bulb B and bulb C. Bulb A will not affect bulb B and bulb C. Bulb B and bulb C will affect each other.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is not on the same path that Bulb B and bulb C are.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the paths aree on different terminals",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||path and bulb on the battery terminal",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the bulb is on a different path",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the bulb does not affect another bulb if they are on different paths",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||if two bulbs are contained in the same path the damaged bulb affects the other bulb",irrelevant
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the are in the same path",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the bulb contained in the same path go out",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is contained in a closed circuit",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||l",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb B and Bulb C are contained in a closed path.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||sigh, some things never change. this da 21st centuary, u woudl think they could have programmed you smarter",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||i do not understand",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||whichever bulb is in the same closed path effects eachother",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||no fuck you",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is contained in it""s own closed path, so no other bulbs affect it. bulbs b and c are contained in a closed path with the battery, so if one is burnt out it creates a gap in the path and it is not a complete circuit.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||no, i""m right!",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||if the bulb is contained in a closed path with another bulb, it will affect it",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a does not affect the other bulbs",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||separate paths",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||gaps",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is in a closed path with the battery, bulbs b and c are in a closed path with the battery, bulbs b and c effect each other",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||dont know",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is in a closed path with the battery",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||If Bulb A is out it does not affect the other bulbs because it is on a different path.  If either B or C is out both B and C will be out but A will not be because Bulb A is not on the same path with Bulb B or C",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is on a different path than Bulb B and C so A is not affected with B and C go out and B and C are not affected with A goes out.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the bulb will be on if it is still on a closed path",irrelevant
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||tell answer",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is contained in a closed path with the battery.  Bulbs B and C are contained in a closed path with the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||when bulb A burned out, bulb b and c were still contained in a closed path with the battery. When bulb b burned out, only bulb A was still contained in a closed path with the battery. When bulb c burned out, only bulb a was still contained in a closed path with the battery",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||if a a bulb is out on the some path as another bulb than the bulb is also out",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||if two bulbs are on the same path and one of them is out then both of them are out",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||if two bulbs are on the same path and one of them s out then both bulbs are out",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb does not affect a different path",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||when bulb a is out, bulb b and bulb c are still in a closed path with the battery. when bulb b is out, bulb a is still in a closed path with the battery and bulb c is not in a closed path with the battery. when bulb c is out, bulb a is still in a closed path with the battery and bulb b is not in a closed path with the battery.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is in a closed path with the battery. bulb b and bulb c are in a closed path with the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb A is in a closed path with the battery. Bulb B and bulb C are in series in a closed path with the battery. Bulb A is in parallel with bulb B and bulb C.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||There are 2 paths in this diagram",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||There are 2 different paths in this diagram",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||they are closed pathes with the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||i give up.",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||There is a closed path that contains the battery and bulb a and bulbs b and c. if a is burned out, it only accounts for bulb a. if b is burned out, then there is a gap in the path that contains the battery and bulb b and bulb c. if c ib burned out, then there is a gap in the path that contains the battery and bulb b and bulb c.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||there is a closed path only when the bulbs are not damaged",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||there is a closed path that contains the battery and bulb a. there is a closed path that contains the battery and bulb b and bulb c",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||the path containing a is seperate from the path containing b and c",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||.",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a has its own closed path with the battery, bulbs b and c do not",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb b and bulb c share a closed path with the battery, bulb a has its own closed path with the battery",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||a bulb and a battery must share a path",irrelevant
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||when bulb A is burned out B and C will stay on because they are still contained in the same path as the battery. When bulb B is burned out then C will be affect and A will not because B and C are contained within the same path as the battery. When bulb C is burned out then B will be off and A will be on becasue A is still contained within the same path as the battery",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||A is on a different path from B and C. When B is out it will affect C not A and when A is out if will not affect B or C because it is on a different path which still is contained in the same path as the battery",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb A will not affect bulbs B and C because B and C are still contained within the same path as the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A will not affect bulbs B and C because B and C are still contained within the same path with the battery",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||In this diagram, there are two separate closed paths. One path is bulb a and the battery. The other path is bulb b, bulb c and the battery. One path does not affect the other.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb a is in a path with the battery. Bulbs b and c are in a path with the battery. Bulbs that are located in different paths will not affect each other",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||There are two complete paths in this diagram. Bulb a is in a complete path with the battery, and does not affect bulbs b and c. Bulbs b and c are in a complete path with the battery, and do not affect bulb a.",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is on a separate path than Bulbs B and C. Bulb B and C share the same path to the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||When one bulb is out the others can still work because of the additional connections in the circuit path.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||im not sure how to",non_domain
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb A is on a closed path with the battery. Bulb A is not affected by bulbs B or C. Bulbs B and C are on the same path. They affect one another. Bulbs B and C are not affected by bulb A.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||When B or C is out, the other bulb on that pathway will be out. Only A will remain unaffected, because it is on it""s own pathway connected to the battery",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is not on the same path as bulbs B and C, but bulbs B and C are on the same path",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A has a closed path directly to the battery, so the state of B/C doesn""t affect it. Bulbs B and C are on the same closed path to the battery, so if one goes out, it interrupts the other""s path to the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||b and c are in series so one affects the other and a is in parallel so it doesn""t affect the others",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is in a separate path from bulbs B and C. So bulbs B and C affect each other because they are contained within the same path.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is on a closed path with the battery that does not affect bulb b or bulb c.  bulb b and bulb c are on the same path and affect one another when bulb b or bulb c is out",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||If bulb A is damaged, there is still a closed path with bulb B, bulb C and the battery. If bulb B is damaged, bulb C will be off because they are in the same path. The same goes for bulb C being damaged and not bulb B. Meanwhile, bulb B and C do not affect bulb A.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||If A is out B and C not affected because they are still connected to the battery. If B is out C is also out because they are both contained in the same path. Same goes for C if C is out B is out because they are in the same path.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is within its own closed path and independent of B and C",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||since b and c are in the same path, if one burns out then it will affect the other",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb b is in the same path as bulb c but bulb a is only in its own path. if either bulb b or c goes out then both b and c will go out. however, if bulb a goes out this will have no effect on bulb b or c",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A has its own path. Bulb B and Bulb C are in a path together.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulbs b anc c are on the same closed path with the battery but seperate from bulb a",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||they either are or are not contained inteh same closed path as teh battery",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||A IS ON ITS ON PATH B AND C SHARE A PATH",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||A is in it""s own path with the battery. B and C are also in their own path. However, the path",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||There are 2 paths.  Bulb A is on its own path, and thus will never affect bulbs B and C.  Meanwhile,  bulbs B and C share the same path and are thus dependent on each other.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb A is contained entirely in it""s own closed circuit. bulbs B and C are contained in the same closed circuit, therefore, affecting each other when burned out.",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is on its own closed path and bulbs B and C are on the same closed path",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||A is on its own complete circuit, but B and C are on their own same complete circuit. so if bulb B or C is damaged it would upset the other since they are on the same closed circuit",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||bulb a is in a closed path with the battery, so it is not affected by other bulbs. bulb c and b are in a closed path with each other, so they depend on the other to be lit.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A has its own path so no bulb will affect it.  But Bulb B and Bulb C are on the same path so if one goes out the other will too.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is in its own closed path with the battery. Bulb B and bulb C are in their own closed path with the battery.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is on it""s own path with the battery. Bulb B and C are contained on the same path with the battery, so if one goes out then both go out.",partially_correct_incomplete
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||for the path that only contains bulb A it doesnt matter if the other 2 are on or off. for the second path both B and C share a path so if one goes out so does the other, but bulb A does not effect them.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||B and C are on the same path so each one affects the other. A is own its own path so it will not affect the others",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||There are two series involved in this diagram, therefore two different paths for the current to take. Bulbs B and C are contained in the same path and affect each other when one is burned out, but Bulb A is on its own path and only affects itself.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||The path to bulb A is not in the same path as bulbs B and C.  Bulbs B and C are in the same path, so if one of the bulbs is out, so is the other.  Bulb A does not affect the other bulbs, nor is it affected by the other bulbs.",correct
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||When bulb a is burnt out then b and c still have a contained path. when bulb b is burnt out then c does not have a direct path yet a does. when bulb c is burnt out then b does not have a contained paht but a does",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulb A is a direct closed pathway to the battery, and if it is burned out or damaged, so is every other bulb. If bulb B is damaged, only bulb C is affected because it is on the same pathway as bulb B and vise versa.",contradictory
"Describe the paths in this diagram and explain how those paths account for the results.||Bulb A is in a path which does not contain B and C, so bulbs B and C don't affect it. Bulbs B and C are in the same path. They affect each other, but Bulb A doesn't affect them.||Bulbs B and C are contained in the same path, so the status of these bulbs will affect each other and have no affect on bulb A. Bulb A is on its own path, so it will not have an affect on bulbs B and C.",correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a damaged bulb causes a gap at the blub,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a bulb creates a closed path and if the bulb is damaged so is the path,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a gap in the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||I am not sure,non_domain
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because it opens the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||The damaged bulb creates a gap in the path.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because it creates a gap in the circuit.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||A damaged bulb creates a gap in the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a gap in the circuit.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because a damaged bulb has a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because a damaged bulb will have a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because a bulb creates electricity.,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because it has a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because the path is no longer closed,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it interupts the path,partially_correct_incomplete
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||no path for the circuits,partially_correct_incomplete
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||the path is closed,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||when the bulb is burned out there is no path through the bulb holder,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because there is a gap,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it makes an open path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||gap,partially_correct_incomplete
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a ga,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||damages the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It damages the path between bulbs,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||The bulb takes away the path.,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||The path is open,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||damaged bulb creates a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||There is a gap in the circut.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||the path is not closed anymore,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a damage bulb creates a gap in the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It opens the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It creates a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||there is a gap in the closed path,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||there is a gap in the path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it causes a gap,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||when a bulb is damaged it creates a gap in the circuit.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because it creates a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||The path will not be closed.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a damaged bulb creates a break in the circut,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a damaged bulb does not complete the circut.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a damaged bulb does not make a connecton so the circut is not complete,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||always,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||when the damaged bulb creates a gap in the circuit,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||stops charge,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Becuase the damaged bulb damages the path in which is was connecte to,partially_correct_incomplete
"Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||If the bulb is damaged in the same circuit as the other bulbs, the other bulbs will not work because the circuit went out",partially_correct_incomplete
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a bulb creates light,contradictory
"Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because it creates a gap, so the circuit becomes incomplete",correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It is in the same closed path.,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It createad a gap in the circuit.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||I dont know,non_domain
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a gap in the closed path,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a gap in the circuit,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It breaks the circuit flow between the battery and the bulbs,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Stops the path from being closed.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because the path between the battery and the light bulb is open,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because it makes it not a closed circuit,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It does not impact a circuit,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||When a bulb is damaged it creates a gap in the circuit,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||A damaged bulb creates a gap.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||creates a gap,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a gap,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because that created a gep in the circuit,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It creates a gap in the path.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it blocks the flow of electricity,contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||There is no connection between the ... circuits.,partially_correct_incomplete
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||A damaged bulb no longer completes the circut.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||A damaged bulb creates a gap,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||there is a gap in the circuit where there is a damaged bulb,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||a damaged bulb creates a gap in the path.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||because the circuit acts like a single unit. It creates an open path.,contradictory
"Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It creates a gap, so no electricity from the battery can flow to the other bulbs.",contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||A damaged bulb disrupts the flow of the current.,contradictory
"Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||it creates a gap that doesn""t allow the electrical current flow to to the other bulbs.",contradictory
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||It makes the circuit incomplete.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||Because there is a gap in the circuit.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||There will be a gap in the circuit.,correct
Why does a damaged bulb impact a circuit?||a damaged bulb creates a gap||A damanged bulb impacts a circuit because the pathway is blocked.,contradictory
Explain your reasoning.||A and C are in the same closed path||they are contained within the same path,correct
Explain your reasoning.||A and C are in the same closed path||bulb c and a are in the same path. and affect one another,correct
Explain your reasoning.||A and C are in the same closed path||bulb c and a are contained in the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||damaging one turns off the other,correct
"Explain your reasoning.||A and C are in the same closed path||if bulb a is damaged, bulb c turns off.",correct
Explain your reasoning.||A and C are in the same closed path||contained within the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||bulbs a and c affect each other.,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||bulb a affects bulb c. bulb c affects bulb a.,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||they are both on the same path,correct
Explain your reasoning.||A and C are in the same closed path||bulbs a b and c are on a closed path,correct
Explain your reasoning.||A and C are in the same closed path||removing bulb a will affect bulb c,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||bulb a affects bulb c,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||they are on a path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||they all affect each other,partially_correct_incomplete
"Explain your reasoning.||A and C are in the same closed path||bulbs a, b, and c are on a path with the battery",partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||if bulb a burns out if affects bulbs b and c.,irrelevant
"Explain your reasoning.||A and C are in the same closed path||bulbs a, b, and c are all in the same path.",partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||removing one bulb shuts off the other.,irrelevant
Explain your reasoning.||A and C are in the same closed path||the path is closed,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||because they are in the same path,correct
Explain your reasoning.||A and C are in the same closed path||that is all,non_domain
Explain your reasoning.||A and C are in the same closed path||Bulbs A and C are in the same closed path with the battery.,correct
Explain your reasoning.||A and C are in the same closed path||the are on the same wire,irrelevant
Explain your reasoning.||A and C are in the same closed path||they are not parralel,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||they have the same path,correct
Explain your reasoning.||A and C are in the same closed path||they are in the same closed path but not next to each other,correct
Explain your reasoning.||A and C are in the same closed path||They are in the same path.,correct
Explain your reasoning.||A and C are in the same closed path||That is basically what I said sir.,non_domain
"Explain your reasoning.||A and C are in the same closed path||If one bulb is burns out, then they all stop",partially_correct_incomplete
"Explain your reasoning.||A and C are in the same closed path||If one bulb is removed, the others stop working",partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||removing one bulb shuts off the other,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||i did,non_domain
Explain your reasoning.||A and C are in the same closed path||because they are on the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||they are contained in the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||they are in the same path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||bulbs a and c are wired within a closed path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||bulbs a and c are wired within the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||both bulbs a and c are contained in a closed path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||they are contained in the same path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||kkkdfdadkjlf,non_domain
Explain your reasoning.||A and C are in the same closed path||and the circut is closed,contradictory
Explain your reasoning.||A and C are in the same closed path||they are in a line on the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||they are on the same closed path,correct
"Explain your reasoning.||A and C are in the same closed path||bulbs A,B, and C are all on the same path",partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||tell answer,non_domain
"Explain your reasoning.||A and C are in the same closed path||They are contained in the same closed path, so if one bulb goes out so do the others.",correct
Explain your reasoning.||A and C are in the same closed path||The lightbulbs are all contained in the same closed path.,correct
Explain your reasoning.||A and C are in the same closed path||they are all contained in the same closed path with a battery,correct
Explain your reasoning.||A and C are in the same closed path||the bulbs are on the same path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||the bulbs are on the same path with the battery,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||they are in the same closed path,correct
"Explain your reasoning.||A and C are in the same closed path||the closed path contains bulb A, bulb B, bulb C, and a battery.",correct
Explain your reasoning.||A and C are in the same closed path||They are contained in the same path. If one bulb goes out it will affect the other ones.,correct
Explain your reasoning.||A and C are in the same closed path||bulbs A and C are contained in the same path,correct
Explain your reasoning.||A and C are in the same closed path||removing of damaging any of the bulbs will shut off the other bulbs.,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||i give up,non_domain
Explain your reasoning.||A and C are in the same closed path||they are all connected in the same path to the battery,correct
Explain your reasoning.||A and C are in the same closed path||they are in a series of connections with the battery,contradictory
Explain your reasoning.||A and C are in the same closed path||a and c are on the same closed path with the battery,correct
Explain your reasoning.||A and C are in the same closed path||removing a bulb will turn off another bulb,correct
Explain your reasoning.||A and C are in the same closed path||bulbs are on the same closed path,correct
Explain your reasoning.||A and C are in the same closed path||they are located on the same path and will affect each other,correct
Explain your reasoning.||A and C are in the same closed path||bulbs A and C are located on the same path,correct
Explain your reasoning.||A and C are in the same closed path||They are on the same path,correct
Explain your reasoning.||A and C are in the same closed path||they are teh begning and end of the path,contradictory
Explain your reasoning.||A and C are in the same closed path||they can affect each other,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||Because they are connected along the same path,correct
Explain your reasoning.||A and C are in the same closed path||Each bulb affects the other bulbs,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||They are on the same path to the battery without interruption,correct
Explain your reasoning.||A and C are in the same closed path||becuase there is only one path,correct
Explain your reasoning.||A and C are in the same closed path||If any of the 3 bulbs are damaged the other 2 bulbs would turn off because they are all within the same path,correct
Explain your reasoning.||A and C are in the same closed path||Bulb A and bulb C are in the same path.,correct
Explain your reasoning.||A and C are in the same closed path||they are on the same apth,correct
Explain your reasoning.||A and C are in the same closed path||wired in same path,correct
Explain your reasoning.||A and C are in the same closed path||They are all affected by one another along the same path,correct
Explain your reasoning.||A and C are in the same closed path||theya re connectted by another bulb,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||closed path,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||THE ARE ON THE SAME PATH,correct
Explain your reasoning.||A and C are in the same closed path||They are all within the same path.,correct
Explain your reasoning.||A and C are in the same closed path||They are on the same path.,correct
Explain your reasoning.||A and C are in the same closed path||they affect one another,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||bulb a and c are in a closed circuit,contradictory
Explain your reasoning.||A and C are in the same closed path||Bulb A and bulb C affect each other.,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||becuase breaking one  bulb then affects the ability of the others to light up.,partially_correct_incomplete
"Explain your reasoning.||A and C are in the same closed path||if one is out the others will go out, they are in the same closed path",correct
Explain your reasoning.||A and C are in the same closed path||They are all on the dame closed path,correct
Explain your reasoning.||A and C are in the same closed path||They are contained on the same closed path.,correct
Explain your reasoning.||A and C are in the same closed path||they are not parallel,partially_correct_incomplete
Explain your reasoning.||A and C are in the same closed path||removing either A or C will turn off the other bulb,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is contained in a closed path without any devices,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery has a closed path and no bulbs,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the blub is not in the same closed path as the battery,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the blub is not contained in the same closed path as the battery,correct
"Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in a closed path, but does not contain a bulb",correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is contained in a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not contained within the path,irrelevant
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||because the battery is in the closed path but the bulb is not,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is contained on a closed path with no components,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is the only component in the closed path.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in the closed path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed path and the bulb is not connected,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The bulb is not in the closed path,correct
"Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||i don""t know.",non_domain
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not contained in a closed path.,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||Because the battery is in a closed path with no other component.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not contained in the path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is contained in a closed path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The bulb is not contained in a closed path with the battery.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||and the battery,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is not connected to the bulb,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||circuit 5 only has one terminal to the battery,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||circuit 5 only has 1 terminal,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb only has one terminal connected,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed path with no components.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||a closed path and bulb connected to one terminal,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||no componenent,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb has no connection pathway,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||bulb,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||closed path and battery,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is contained in the circuit and the light bulb is not,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not connected on both ends,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not contained in a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in a closed path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||both battery terminals connect to just one bulb terminal,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||bulb is contained in a closed path.,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||Bulbs are contained in an open path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is on a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the batter is on a closed path without any other component on that same path,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||battery is contained on a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in a closed path but connects with nothing else,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed bath.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not conatined in a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is contained in a closed path by itself,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed path that does not contain any other components.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||Circuit 5 is a closed path because the bulb is not connected.,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not connected to the battery.,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||path 5 is a short circuit.,irrelevant
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery  is in a closed path with itself.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed path but there are no other components involved.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in a closed path with no other components,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||closed path without bulb,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||2,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||battery is connected to itself with no bulb,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||battery is contained in bulb,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||Because the battery is in a closed path with nothing else connecting to it,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is alone in a closed path,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is not connected to anything else,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the batter is in a closed path without any other components.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||It is not a short circuit.,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is only connected to one side of the bulb.,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||I dont know,non_domain
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is connected to itself in a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in a closed path. there are no other components in the closed path.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is contained in a closed circuit and there is nothing in its pathway,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||becuase it is in a closed circuit with itself and the bulb is not i the closed circuit,contradictory
"Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is only connected to one side of the bulb, and the blub is not contained in a closed path.",contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery is in a closed circuit,contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||because the battery is in a closed path and the bulb is outside of the path,correct
"Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||there is a closed path, with no lightbulb in the path",partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The component is not enclosed within the path and the battery is,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||circuit 5 is in a closed path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the bulb is not fully in the path of the circuit,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||Because the bulb does not have a closed path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is the only component in a closed path.,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed path and the bulb is not,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery alone is in a closed path,correct
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||the battery in circuit 5 is contained in a closed path.,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||because the battery is in a closed path.,partially_correct_incomplete
"Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is in a closed path, not connected to the light bulb.",contradictory
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The light bulb is not in a closed path,partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||Another component is involved in the closed path containing the battery.,contradictory
"Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||In circuit 5, the battery IS in a closed path.",partially_correct_incomplete
Explain why circuit 5 is a short circuit.||the battery is contained in a path in which there is no bulb||The battery is contaied in a closed path without another component.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||positive battery terminal is separated by a gap from terminal 1,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is not connected to the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because terminal 1 is connected to the positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal 1 is not seperated by any gaps,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal one is  connected to both the negative and positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||no,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i do not understand,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is seperated from the positive terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive battery terminal is not connected to terminal 1.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal one and the positive terminal are connected,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal one is connected to the positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because terminal one and the positive battery terminal are on a closed path,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is a gap between terminal one and the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||termianl 1 is not connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there was no separation in the positive battery terminal and terminal 1.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there was no gap in the positive battery terminal and terminal 1.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is a gap between the positive battery terminal and terminal 1.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because there was a gap between the positive battery terminal and terminal 1.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there was not direct connection between the positive terminal and bulb terminal 1,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||becaquse there was a gap in the connection,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there was a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is not connected to the positive terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because it was connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 2 was connected to the negative terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||its connected,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because the terminals are in the same state,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminal is connected to the negative terminal of the battery,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is connected to the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is connected to the negative terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||no damaged bulb,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||I get a 1.5 V reading because the negative terminal of battery is connected to terminal of bulb and then bulb is then connected to postive terminal of battery,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||1 has no gap,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminals are seperated,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no connection,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is a separation,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive battery terminal and terminal 1 are not connected,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because there was a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||it was connected to a positive battery terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||positive battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal one is connected to the negative terminal and terminal 1 is seperated from the positive terminal by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gap between the posittive terminal and terminal 1,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||tell me the answer,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is connected tot he positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Voltage is the difference between a positive and negative end on a battery.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminal is connected to the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminal is connected to the battery,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminal is connected to the battery terminal,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is not gap between the terminals,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminal is not connected to the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is not connected to the positive battery terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the battery is not connected to the terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive terminal is not connected to terminal 1,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positve battery terminal is separated by a gap at terminal 1,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because there is no gap at terminal 1,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is a gap at terminal 1,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive battery terminal is separated by a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The voltage is 1.5 because thebulb terminal is connected to the battery terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the voltage is 1.5 because he bulb terminal is connected to the battery terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||there is no gap between terminal 1 and the psoitive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||i dint know.,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the two components are seperated.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The positive terminal is not seperated by a gap.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||A terminal is connected to a bulb.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||A terminal is not connected to the positive battery terminal.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the positive terminal and terminal 1 are seperated by a gap,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because the positive terminal is separated with a gap from terminal 1,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the gap separates the positive battery terminal from terminal 1,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||positive connected to negative terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||positive charge,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal connected to negative,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the negative terminal,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The terminal is connected to a positive circuit.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||It was separted by a gap.,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminals are not connected,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The positive battery was not connected to terminal one.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Different electrical states.,irrelevant
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is not connected to the positive battery terminal.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there was a positive and negative connection,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because they have different electrical states,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The positive battery terminal is separated by a gap from terminal 1.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because it is not connected to the positive battery,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the bulb was not damaged,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||I dont know,non_domain
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is connected to the positive battery terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 was connected to the positive terminal.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||it is connected to the batteries positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because they are not damaged.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because they are not connected.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||terminal 1 is connected to the negative battery terminal,correct
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the two aren""t connected",correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminals are not connected to each other,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||the terminals are not connected to each other.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||because there is a gap,partially_correct_incomplete
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because their was a connected circuit.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 and the positive terminal had different electrical states.,partially_correct_incomplete
"Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Becuase the + was making  contact with terminal 1, closing the battery""s circuit.",contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Because bulb c created a gap so then it had both a positive and negative charge.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Its connected to the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||The positive battery is separated by a gap with terminal 1.,correct
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal 1 is not connected to the battery.,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||There was a connection between terminal 1 and the positive terminal,contradictory
Explain why you got a voltage reading of 1.5 for terminal 1 and the positive terminal.||Terminal 1 and the positive terminal are separated by the gap||Terminal one is not connected to the positive battery terminal,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb a and b will still be contained within a closed path of the battery,correct
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||there is still a closed path that contains the battery, bulb a, and bulb b",correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because bulb A and B are within the same path,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb a will be in a closed path. bulb b will be in a closed path.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulbs a and b are on a closed path with the battery,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb a and bulb b are still in a closed path with the battery.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs B and A will still be on closed paths with the battery,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c is not in the same path of bulbs a and b.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulb A and bulb B are contained in closed paths.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||the path will be closed,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c in in a separate path.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c is in a separate path,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||they are not in the same path as bulb c,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||not in the same path,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||there is a closed path,partially_correct_incomplete
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||There is still a closed path that contains the battery, Bulb A, and Bulb B.",correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulb C is in an indepedent path,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||the path will have a gap,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because bulbs a and b have their own closed paths,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||the bulbs are on separate paths,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulbs a and b are not in a closed path with bulb c,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulb A and B are on closed paths containing the battery,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because bulb a and b are in a closed path,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulbs A and B are in different paths that do not contain bulb C,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulb C will create a gap in the path,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c will not create a gap for bulb a and b,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because bulb a is still in a closed path with the battery. bulb b is still in a closed path with the battery.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c is not on the same path as bulb a or bulb b,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb C is on a different path,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||there is still a closed path that contains the battery and bulb a and bulb b,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||if bulb c burns out a and b will both create circuts with the battery,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||paths are separate,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||the battery connects with bulb a and b,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||the bulbs are in separate paths,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs a and b are still contained in closed paths with the battery,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||The bulbs are all on different closed paths.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||There is still a conection to the battery,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||They do not run on the same current,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||they are on their own closed circuits with the battery,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulbs A and B are still on a closed path with the battery source,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Because they are on their own closed paths,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs A and B will still be contained in a closed path to the battery.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because a and b are in a closed circuit still,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs A and B are not within the same path as bulb C.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb a and bulb b would still be in a closed path with the battery,correct
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||There is still a closed path with bulb A, bulb B and the battery.",correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because they are still connected to the battery,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||seperate paths,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulb A and B are still contained within  closed paths,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c is in its own pathway,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||because bulb c is not in the same path as bulb a or b,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||When one bulb goes out it creates a gap on the path.,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||seperate circuits,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||f,non_domain
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||same as above,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs A and B are not in the same path as bulb C.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs B and C will still be on their own completed circuts.,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||they will still be contained in closed circuits with the battery,contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||there are other closed paths,partially_correct_incomplete
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Because it didn""t cause a gap.",contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulb B and bulb C are still on closed paths with the battery.,correct
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||becuase bulb C is on it""s own pathway.",correct
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||c doesn""t effect the other 2 closed paths",correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||It has its own path that is connected to the battery,partially_correct_incomplete
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||Bulbs A and B are not on the same path as Bulb C.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb C is not in the same pathway as bulbs A and B.,correct
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||they will still have a direct closed path,correct
"Explain your reasoning.||bulbs A and B are still in closed paths with the battery||If any bulb is out, it affects the whole system and everything is blocked from the battery.",contradictory
Explain your reasoning.||bulbs A and B are still in closed paths with the battery||bulb c is not contained in the same paths as A and B,correct
"Explain your reasoning.||bulb B creates a gap||there will be a gap at bulb b, thus affecting the rest of the circuit",correct
Explain your reasoning.||bulb B creates a gap||if bulb b is damaged there will be a gap in the path at that bulb,correct
Explain your reasoning.||bulb B creates a gap||if bulb b is off there will be a gap in the path,correct
Explain your reasoning.||bulb B creates a gap||The bulb does not effect the others,contradictory
Explain your reasoning.||bulb B creates a gap||bulb B does not effect the other bulbs,contradictory
"Explain your reasoning.||bulb B creates a gap||If bulb b is damaged, then the circuit will be incomplete.",correct
Explain your reasoning.||bulb B creates a gap||there is a gap in the connection,correct
Explain your reasoning.||bulb B creates a gap||the damaged bulb creates a gap in the circuit.,correct
Explain your reasoning.||bulb B creates a gap||There will be a gap in the path,correct
Explain your reasoning.||bulb B creates a gap||there is no path through the connection of bulb b.,contradictory
Explain your reasoning.||bulb B creates a gap||there is no path through bulb b.,contradictory
Explain your reasoning.||bulb B creates a gap||If bulb B is damaged a gap is created.,correct
Explain your reasoning.||bulb B creates a gap||actually bulbs a and c will be off because the path will no longer be cloed,correct
Explain your reasoning.||bulb B creates a gap||There will be a gap in the path.,correct
Explain your reasoning.||bulb B creates a gap||there is no path for the other bulbs,contradictory
Explain your reasoning.||bulb B creates a gap||A and B are off,contradictory
Explain your reasoning.||bulb B creates a gap||there will be a gap between bulbs,partially_correct_incomplete
Explain your reasoning.||bulb B creates a gap||there will be a gap between the bulbs,partially_correct_incomplete
Explain your reasoning.||bulb B creates a gap||There will be a gap in the circuit.,correct
Explain your reasoning.||bulb B creates a gap||gap in bulb b,correct
Explain your reasoning.||bulb B creates a gap||bulb B has a gap,correct
Explain your reasoning.||bulb B creates a gap||there is a gap,correct
Explain your reasoning.||bulb B creates a gap||there is no path between the bulb-holders,contradictory
Explain your reasoning.||bulb B creates a gap||there is no path,contradictory
Explain your reasoning.||bulb B creates a gap||there is no path between the bulbs,contradictory
Explain your reasoning.||bulb B creates a gap||damaged bulb b creates a gap,correct
Explain your reasoning.||bulb B creates a gap||There is a gap.,correct
Explain your reasoning.||bulb B creates a gap||the path is not closed anymore,correct
"Explain your reasoning.||bulb B creates a gap||if bulb B is damaged, the path will have a gap",correct
"Explain your reasoning.||bulb B creates a gap||If bulb B is damaged, there is no path",contradictory
Explain your reasoning.||bulb B creates a gap||There is no path through bulb B,contradictory
Explain your reasoning.||bulb B creates a gap||There will be a gap.,correct
Explain your reasoning.||bulb B creates a gap||there is a gap in the closed path,correct
Explain your reasoning.||bulb B creates a gap||there is a gap in the circuit,correct
Explain your reasoning.||bulb B creates a gap||if bulb B is damaged there will be a gap in the curcuit,correct
Explain your reasoning.||bulb B creates a gap||?,non_domain
Explain your reasoning.||bulb B creates a gap||They will not be on because it will cause a gap.,correct
"Explain your reasoning.||bulb B creates a gap||if bulb b is damaged, it creates a gap in the circuit.",correct
Explain your reasoning.||bulb B creates a gap||The path will not be closed.,correct
Explain your reasoning.||bulb B creates a gap||if bulb b is damaged it does not make a complete circut,correct
Explain your reasoning.||bulb B creates a gap||when bulb b is damaged there is no complete circut,correct
Explain your reasoning.||bulb B creates a gap||there will be a gap,correct
Explain your reasoning.||bulb B creates a gap||distrupt the circuit,partially_correct_incomplete
Explain your reasoning.||bulb B creates a gap||Because the path connecting the bulbs will be damaged,partially_correct_incomplete
Explain your reasoning.||bulb B creates a gap||the holder of the bulb will damage the other bulb,contradictory
"Explain your reasoning.||bulb B creates a gap||because if bulb b is damaged, then there is no path through the bulb, creating an incomplete circuit",correct
"Explain your reasoning.||bulb B creates a gap||if bulb b is damaged, then the path will have a gap.",correct
Explain your reasoning.||bulb B creates a gap||It still has a connect path between bulb a and c and the battery.,contradictory
Explain your reasoning.||bulb B creates a gap||They are connected to the battery not each other,partially_correct_incomplete
Explain your reasoning.||bulb B creates a gap||when the bulb is burnt it creates a gap in the closed path,correct
Explain your reasoning.||bulb B creates a gap||there will be a gap at bulb b. this will create an open circuit.,contradictory
Explain your reasoning.||bulb B creates a gap||Because they are breaking the circuit.,contradictory
Explain your reasoning.||bulb B creates a gap||There will not be a closed path.,correct
Explain your reasoning.||bulb B creates a gap||The path between the bulbs and the battery is open,correct
Explain your reasoning.||bulb B creates a gap||because there is no connection so the path is not closed,correct
Explain your reasoning.||bulb B creates a gap||A damaged bulb does not create a gap in a closed path,contradictory
Explain your reasoning.||bulb B creates a gap||If bulb B is damaged there is a gap in the circuit,correct
Explain your reasoning.||bulb B creates a gap||If buld B is damaged that will create a gap.,correct
Explain your reasoning.||bulb B creates a gap||Maybe because there is still one path that connects A and C through B,contradictory
Explain your reasoning.||bulb B creates a gap||There will be a gap where the bulb holder is supposed to be,correct
Explain your reasoning.||bulb B creates a gap||Burned out bulb B will cause a gap in the closed path.,correct
Explain your reasoning.||bulb B creates a gap||Because there is a gap.,correct
Explain your reasoning.||bulb B creates a gap||because there is a gap in the bulb,contradictory
Explain your reasoning.||bulb B creates a gap||it will cut off the circuit,contradictory
"Explain your reasoning.||bulb B creates a gap||I""m not sure.",non_domain
"Explain your reasoning.||bulb B creates a gap||If bulb B is damaged, then the circut is no longer closed.",contradictory
Explain your reasoning.||bulb B creates a gap||bulb B becomes a gap in the circuit,correct
"Explain your reasoning.||bulb B creates a gap||The bulbs aren""t codependent so they will still be on",contradictory
Explain your reasoning.||bulb B creates a gap||there would be a gap in the circuit,correct
Explain your reasoning.||bulb B creates a gap||the gap between the damaged wires of bulb b creates a gap in the path.,correct
"Explain your reasoning.||bulb B creates a gap||the current will flow to the other bulbs even though it is not able to execute light on B. Also, I""ve experienced that one light can be out without them all being affected.",contradictory
Explain your reasoning.||bulb B creates a gap||Because their is a gap between A and C now.,correct
Explain your reasoning.||bulb B creates a gap||When bulb B is damaged there is a disruption in the current.,contradictory
"Explain your reasoning.||bulb B creates a gap||if it is not connected the electrical current can""t pass through to connect the other bulbs.",partially_correct_incomplete
Explain your reasoning.||bulb B creates a gap||There are two pathways,contradictory
Explain your reasoning.||bulb B creates a gap||The circuit will become incomplete.,correct
"Explain your reasoning.||bulb B creates a gap||If bulb B is damaged, there will be a gap.",correct
Explain your reasoning.||bulb B creates a gap||There would be a gap.,correct
Explain your reasoning.||bulb B creates a gap||it would create a gap,correct
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because there is a difference in electrial states between the two terminals,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||there is a difference between the electrical states of the two battery  terminals because they are not connected to each other,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the cheminal reaction of the volatge is there wther or not there is an incomplete circuit,correct
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the battery will always have a voltage.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the battery is a chemical reaction that does not rely on the circuit being complete or not.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the terminals in the battery will have an electrical state and chemical reaction that will continuously flow.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a battery is in a constant state of electrical charge,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a battery is in a constant state of electricity,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a battery always has a charge in its positive terminal,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the terminals are not connected,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the positive terminal and negative terminal are not connected,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the positive battery terminal is not connected to the negative battery terminal.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The chemical reation still exists,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery uses the chemical reation to create voltage,correct
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||there is no short circuit to the battery.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the battery still holds the electrical charge if there is an incomplete circuit.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the gap will not effect the voltage.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because the chemical reaction is not effected by a gap.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the terminals must have a difference in electrical states to have voltage,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the difference in the electrical states between two terminals causes a chemical reaction,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||There is always a difference in voltage between two battery terminals.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The gap causes a difference in electrical states.,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery terminals have different electrical states.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the voltage doesnt change in the battery,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because of the chemical in the battery,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because of the chemical reaction in the battery,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because they are in the same electrical state,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||and they are in the same state,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||l,non_domain
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||There is a difference in electrical states between two terminals.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||It is different from the battery.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||difference in electrical state,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||gap in terminal,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the voltage is the difference in electrical states between two terminals,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the terminal has an electrical state between terminals,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a chemical reaction between terminals,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the battery has electricity and the gap does not,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the battery always has voltage,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the terminals are not connected,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||there is a gap between terminals,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a battery uses voltage,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||dont know,non_domain
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because there is no gap between the positive and negative terminal,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the terminals used by the battery have no gap.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because it is the difference of the electrical state between the two battery terminals,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||It is the difference of the electrical states caused by a chemical reaction between the two terminals of the battery.,partially_correct_incomplete
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the electrical state difference between the battery""s two terminals",partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||i dont know,non_domain
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because it has a positive terminal,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||tell answer,non_domain
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery will have a different electrical state than the circuit,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The difference in electrical state,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery has a different electrical state than the incomplete circuit,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery uses the electrical state,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Battery will always have voltage.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery keeps a chemical reaction reaction.,partially_correct_incomplete
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery uses a chemical reaction to maintain the voltage,",contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||there is always voltage even if there is a gap,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||there is a chemical reaction between two terminals,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a terminal has an electrical state where theres a chemical reaction,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a battery always has voltage,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a battery has a chemical reaction that causes a voltage,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a batter uses a chemical reaction to create voltage,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the voltage of the battery depends on the chemical interaction inside the battery. It does not depend on components in a curcuit.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the voltage of a battery does not depend on the components in a curcuit.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the voltage of the battery does not depend on the components in a curcuit. It depends on a chemical reaction.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||becasuse it is electrically charged,partially_correct_incomplete
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||yes, because there is a chemical reaction",partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||There is a chemical reaction.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||circuit do not effect electrical state between terminals,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||circuits do not effect the electrical state between two terminals.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||an incomplete circuit would not effect the the electrical state between the terminals.,contradictory
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the terminal""s electrical state is not effected by the incomplete circuit.",contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||There is still a voltage is the different terminals,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The terminal is still connected to an electrical state of the battery,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||it always has the same voltage due to a chemical reaction inside of it,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a battery is always in the same electrical state. it has a chemical reaction inside of it.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the battery has its own electrical state within given by the lead,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the battery has its own chemical reaction,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because terminals are seperate,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||not connected,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||battery uses charge,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a batter will always have a voltage even if it is 0,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a battery will always have a voltage even if it is 0,contradictory
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a battery always has a chemical reaction, positive or negative",contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because a chemical reaction inside the battery keeps the positive and negative terminals at different electrical states at all times.,correct
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||A battery will always have a voltage because the electrical states of the positive and negative terminals are always different.,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||A chemical reaction inside the battery makes the electrical states of the positive and negative terminals different at all times.,correct
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The two terminals of a battery will always have different electrical states due to a chemical reaction inside the battery,correct
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The voltage does not change.,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because it will still be connected to one of the terminals,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the gap creates a difference in electrical states,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the voltage of a battery is the result of chemical reactions within the battery,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because it has one regardless of the circuit,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||battery always has voltage,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because there is a difference between the electrical states of the two terminals.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because there is still a difference in electrical states.  One side could have a positive connection and the other could have a negative connection,contradictory
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because the terminals are not in a closed path, so you are giving the voltage of the battery itself",partially_correct_incomplete
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the battery always has a voltage unless it""s dead",partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because it has two electrial states within itself.,partially_correct_incomplete
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because they aren""t connected",partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||battery will always have a voltage,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||There will be a difference in measured electrical states,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because,non_domain
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a gap in the circuit does not affect the voltage of the battery.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||An incomplete circuit does not affect voltage.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||it can be 0,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||a battery always has voltage unless it is damaged,irrelevant
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||circuit has nothing to do with the batteries voltage,contradictory
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Well, it will have a voltage of zero, if that""s what you are asking.",contradictory
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||The battery""s voltage comes from a chemical reaction that takes place within the battery itself.",partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the electrical states between the two battery terminals will be different no matter what,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||there is a gap,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||beacause the two terminals still have an electrical state,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the battery always has a voltage because there is a positive terminal and there is a negative terminal.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because it is measuring the difference in electrical states between two terminals.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because the battery contains chemicals that differe in electrical states.,contradictory
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||the voltage stays the same within the battery,contradictory
"Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||I don""t know",non_domain
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||Because the two terminals will always have different electrical states.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because voltage is the difference in electrical states between two terminals.,partially_correct_incomplete
Why?||A battery uses a chemical reaction to maintain different electrical states at the terminals||because the battery has its own chemical reacion between the positive and negative tterminals it contains,partially_correct_incomplete
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because bulb b and c were still in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulbs b and c were contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb B and C were still contained in a closed path with tthe battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulbs b and c were in a closed paty with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because bulbs b and c are on a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because bulbs b and c are in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs B and C are still contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||switch x is not in the same path as bulbs b and c.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||switch x is not in the same path of bulbs b and c.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Because bulb B and C were contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because bulbs b and c were still contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs b and c were in a closed path with a battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb X was still contained in a closed path withy the batteyr",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb B and C was stilled contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulb b and bulb c were still contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb A and bulb C are in a closed path with the battery.",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb B and bulb C are in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||switch X does not effect bulbs B and C",partially_correct_incomplete
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulbs b and c were still contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||they were in a closed path with a battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulbs b and c and switch y are contained in a closed path with a battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb B and C were in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulb b and c are on a  closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||tell answer",non_domain
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb B and C were contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb B and C were in a closed path with a battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulb c was still contained in a closed path with the battery. bulb b was still contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulbs b and c were in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs b and C were still on a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulb b and c were still contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||there was a closed path with the battery and bulbs b and c",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because they were in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because bulbs b and c were contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Because bulbs B and C were contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs B and C are still contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||They were still contained in the path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||they were futher away from the connection",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||both bulbs were still on a closed path connected to the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulbs b and c were still contained on a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||B and C were still contained in a closed circuit with the battery",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||They were contained in a closed path",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs B and C were still contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because they are still in a closed circuit",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||bulb b and bulb c were in a closed circuit with the battery",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||no gaps",partially_correct_incomplete
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||they were in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||they were contained within a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||yes",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||they were still on closed paths with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||iBulbs ba nd C were stil contained in a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||b and c were in a closed circuit",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||They were in the same path as switch Y.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||switch X does not affect the closed circuit of bulbs B and C",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because B and C were still on a closed path with the battery",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Because B and C were in closed paths.",partially_correct_incomplete
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs B and C were in a closed circuit.",contradictory
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulb b and c was still contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs B and C werer still contained in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||because bulbs B and C were still in a closed path with the battery.",correct
"When switch X was open and switch Y was closed, why were bulbs B and C on?||Bulb B and Bulb C were still contained in the same closed path with the battery.||Bulbs B and C were on because they were still contained in a closed path with the battery.",correct