input
stringlengths 48
1.52k
| grade
stringclasses 5
values |
|---|---|
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know because Q is at the bottom of the map. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the line is closer. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it has a line in it and probably it is a valley or something. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are close to each other. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because you can see that her lines has the top and it is steeper. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it is in the middle and it is steeper. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q is the steepest part of the map the line is close together. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because Q is moving like a snake and it is hard to go swirl like this. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q. Because the contour lines are closer together to make it steeper. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it curves going up the mountain. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are closer together than the other R and S. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the elevation increases and does not decrease. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know because the contour lines are closer together. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the lines are closer together. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The land lines are close. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The lines are closer together. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because it is the straightest part. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The contour lines are closer together. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know because the contour lines are closer together. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know it is the steepest part because the contour lines are closer together. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The contour lines are close together. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know it is the steepest part of the trail because the lines are the closest together. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Because the contour lines are closer. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q because the place it is located. | irrelevant |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||Q is on the steepest part of the trail. I know this because the lines are closer together. | correct |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||The contour lines are close together. | partially_correct_incomplete |
Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Which letter (Q, R, or S) on the map is on the steepest part of the trail? (Q) How do you know it is the steepest part of the trail?||The contour lines are closest together at Q.||I know it is the steepest trail because the lines are close together. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could use a paper filter decided what he is using or a screen. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could get a filter and pour the solution into to it with a cup under. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could separate dissolved water by using a filter. The water turns clear. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Let it evaporate. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Get a filter paper and pour the dissolve mixture and the solid will stay in the filter. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||The solid will maybe dry up and water will stay the same. | contradictory |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||It dissolves and weigh 100 milliliters still. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could evaporate the solution. The water would go into the air and turn into a gas but the salt would stay behind. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He can evaporate mixture one. The water would become a gas and some kind of crystal would be left. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could filter it and the solid could be in the filter and the water could be in the cup. | contradictory |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could put in a evaporation tray and see the solid material! | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Evaporate the water so there is just the solid. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could evaporate the solution, the water would evaporate and the solid will be left behind. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||It could evaporate the water from the salt. The solid crystallized and the water turned into a gas called water vapor. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Pour the solution into evaporating dishes. The water evaporates, or turns into a gas, and the solid crystallizes. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could evaporate the solution and the water would be in the air and the solid would be in the container. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||It dissolves into the air bubble. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Evaporate. The solid would crystallize, and the water would become vapor and go into the clouds. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Put the solution in an evaporation plate and let it dissolve. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||You can get a coffee filter you pour it in the you wait for it to seep into the coffee filter. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could use a coffee filter to separate the solid from the water. Now the water and the solid are separated. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could evaporate the solution. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could filter out the dissolved with a dry filter. And the water will be in its own cup. | contradictory |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could filter out the solid. Or evaporate the water. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Evaporate the solute. The water dissolves and the solute will turn into crystals. | contradictory |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||You could let the water evaporate and there will probably be something left over in the dish or cup. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He can use a filter. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could take a filter, 2 cups, and put one under the filter paper and pour it through. So the solid would end up in the filter and the water in the cup. | contradictory |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could put the solution in an evaporation dish and the solid will be the crystals and the water will evaporate. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||First he could take a wet filter paper, put a clear cup with nothing in it underneath it, then pour the solution through the filter paper. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Jim could pour the water onto a plate and have the water evaporate and the solid will crystallize. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||You could not do it. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||Use a filter to separate the. The solid will stay in filter and water will just go through. | contradictory |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||1. Take a paper filter. 2. Get the filter wet. 3. Pour the mixture in. 4. Let the filter dry. 5. The mixture is separated. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Describe how Jim could separate the dissolved solid from the water in Mixture one. What happens to the solid and to the water?||Set up evaporation dishes. The water will go into the air (evaporate) and the solid will be left in the dish (crystallize).||He could put it through a filter and then he would be able to see the crystals. | irrelevant |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron it will stick if it is aluminum it will not stick. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will be made of iron if it sticks to a magnet. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The magnet will stick to iron not to aluminum. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron it will stick. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||I will stick or not stick. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will stick to iron. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||By testing it with a magnet and it will stick if it is iron. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key sticks it is made of iron if it does not it is made of aluminum. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron the key will stick if it is aluminum it would not stick. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||Aluminum will stick to a magnet. | contradictory |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it were iron it would stick. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You could get something with magnitite in it and see if it sticks if it sticks you know it is iron if it does not stick it is aluminum. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||Test it on a magnet. | irrelevant |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The magnet will stick. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The key will stick if it is iron but if it is aluminum it will not. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You will put a magnet on it and see if it sticks. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it is iron it will stick if it is aluminum it will not stick. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key sticks. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||The magnet will stick. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the magnet attracts or not. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You will know because the magnet will stick or not. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key is iron it will attract if it is not it will repel. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||By sticking the key to a magnet and try it out. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it attracts or drops when you let it go. | irrelevant |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If the key attracts is iron. If it repels is aluminum. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You would find the answer. | non_domain |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will stick to iron and not aluminum. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You can try it out altogether. | irrelevant |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||I will put it on a nail. | irrelevant |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You will know because it will stick to a magnet. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||Because if it sticked it was iron if it did not it is aluminum. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it sticks then it is a magnet if it does not then it is not. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||You can get a key and a iron nail and aluminum foil and see if it sticks. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||If it repels aluminum if it sticks iron, attract. | correct |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||I will know when it sticks or it repels. | partially_correct_incomplete |
How can you use a magnet to find out if the key is iron or aluminum?||If the key sticks, the key is iron; if the key does not stick the key is aluminum.||It will fall off the magnet. | partially_correct_incomplete |
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||Because if you bang it on the wood it starts to make a weird sound! But if you put it in water, you can see that it is moving because the water goes swash so you can see it move. | partially_correct_incomplete |
Mary was trying to understand how tuning forks make sounds. She hit the tuning fork on the table and placed the tuning fork into a cup full of water while it was still ringing. The water splashed in all directions. How did seeing what happened help Mary understand how a tuning fork makes sounds?||The water splashed because the fork was vibrating. Vibrations make sounds.||By a ping pong ball, a table, a cup full of water, and most of all hitting it too hard. | irrelevant |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.