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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 |
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