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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 |
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