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Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will go on. | correct |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run. | correct |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will light up because everything will work if it is all hooked up. | irrelevant |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||The motor will run. | correct |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||When the switch is moved nothing will work. | contradictory |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will stay the same it will be a parallel circuit. | contradictory |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||If you turn the switch to the right, the motor will run. | correct |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will come on. | correct |
Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the right?||The motor will run.||It will go on. | correct |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||I think that Betty was a best shadow that was facing the opposite direction. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The reason why this happened is because the sun revolves around the earth. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The shadow turns the opposite way in the afternoon, in the morning it is on the side of you. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||In the morning the sun faced east so the bus sign's shadow was in the west. When it was the afternoon, the sun faced west. So the shadow went the opposite of where it used to be in the morning. | correct |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Since the earth spins, the sun twirls around us. In the morning it was hitting the bus sign in the back. Then later the shadow seems to have moved. It is because of the position of the sun. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the earth run into the sun and made the bus shadow go around. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||If the sun is in the east the shadow is on the west. If the shadow is on the south then the shadow is on the north. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The sun is in different places at different times. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happens because in the morning the sun rises north that is why the bus points in the street. The bus points the opposite direction, because the sun sets west. | contradictory |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the time changes so the shadow is at the opposite. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happen because the sun moved over the sky. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||In the morning the sun rises from the east, and the bus blocked the light and made a shadow on the opposite direction. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun orbits the earth and it goes from east to west and it gets shorter. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The sun rises in the east so the shadow was on the west and the sun sets in the west so the shadow was on the east. | correct |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because over time the sun goes to the west moving the shadow. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun moves. So the shadow will change where it is. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun moves around. So it will shine the opposite direction. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun sets in the opposite direction. So what happens is the shadow will be on the opposite side. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The earth rotates making the sun in different spots causing the shadows to move in different spots. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||As the earth rotates the part facing the sun is turning to make the sun in a different place which causes the to rotate. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The bus stop's shadow was facing the opposite direction because in the morning the sun rises from the east and the shadow was facing west. The sun sets in the west and so the shadow is facing east. | correct |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because only one side of an object can get sunlight. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The earth orbits around the sun so the shadow will change. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happens because the sun rises in the east and sets in the west, therefore the sun's light is hitting the stop sign at different positions. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because our earth rotates. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This happens because of the earth, it rotates around the sun which of course the shadows will move, also the sun rises in the east and sets on the west. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because while the earth rotates, we see the sun in different direction. The sun rises at the east and sets in the west. | partially_correct_incomplete |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because when the earth rotates, not the sun, the sun moves, but it really stays in one place, making the shadow move. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||This is happening because the sun rises in the east so in the morning the shadow will be in the west. The sun sets in the west so the shadows will be in the east. | correct |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The shadow of the bus stop changes direction because the sun is moving throughout the day so the sun will meet different at the stop sign. Because it moves the earth plus the stop sign. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||It is the different time of the day. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Well Betty the earth moves around the sun and that kind of has something to do with it like at different times shadows move to different directions. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||The bus sign faces different directions because the earth move throughout the day the sun does not move. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||It happens because the earth is rotating and it does not stay on the same place every time of day. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||That happened because the earth moves which made the sun face the other way and made the sign face the other direction. | irrelevant |
Betty was puzzled. In the morning the shadow of the bus sign is in the street. In the afternoon the shadow of the bus sign points the opposite direction. Explain to Betty why this happens.||In the morning the Sun is in the east so shadows point west. In the afternoon the Sun is in the west so shadows point east.||Because the sun rises in the east and sets on the west. So in the morning the shadows will be facing one direction and on the afternoon it will be facing the other way. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put a rock and vinegar into a vial and if the rock has calcite, the water will turn murky. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Cold pour in cup. | irrelevant |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put part of the broken rock in the cup. Then add vinegar. If it starts bubbling a lot, it has calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put a mock rock in a cup of vinegar, and if there is bubbles there is calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the water in the vial and put the calcite in, if the water starts getting murky and bubbles float to the top there is calcite. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should first put the rock in a bowl of vinegar. If it bubbles a lot it is probably calcite. Next if he is still not sure he should pour the rock and vinegar into a dish and let it evaporate. He should look for needle like markings. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should find a rock he thinks has calcite, and put it in a vial with vinegar in it. Then after a while he should pour the vinegar into the shallow dish. After that Phil should let it evaporate. Then Phil should look at what is inside the dish. If it has long, white, needles, then there probably is calcite in that rock. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||First find calcite put it in a vial. Second put vinegar in and let it sit. Third pour out the vinegar. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put the rock or mineral in a cup and pour vinegar and if it bubble then it calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Because vinegar is cold acid is very into now. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should put the rock in the vial. Then put vinegar in then look for a lot of bubble then put in cold acid in to wait for a few days. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put it in a vial with vinegar and then drop only the vinegar on later and when it is done there should be white crystals. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He would observe the calcite. Look for calcite in rocks. And then when you think you found it put it in the water. | irrelevant |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put a rock in vinegar and look at it. If it bubbles it has calcite in it. That is what he should do. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the rocks in a vial and see if they bubble. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put vinegar in the vial and put then rock inside and look for bubbles. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should put the rock in the tube. Then put the vinegar in the tube cover the rocks and it should bubble. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||If he has a vial then he should get the rock or mineral in the vial and pour vinegar in the vial to see if he has vials. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put some vinegar in a vial but first put the rock inside then you will see bubbles going so so fast and you have to wait about 2 minutes and you will see it. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should pour the acid on it, then if it has bubbles all over it is calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the cold acid and wait for it react. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Get a rock and put it in a vial and pour acid into the vial. Wait a while and when a while is done look in the evaporating dish with your hand lens. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Phil should pour the cold acid on the rock and if it fizzes it has calcite in it. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||The color and the want was like. And he can see the hot or cold. And measure and feel it all. And it is stuff. | irrelevant |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He would observe that there are bubbles. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the calcite in the vinegar and you will see bubbles. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Vinegar, gas, mineral, rock. | irrelevant |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Because he should put the acid on the rock and see if it fizzes that means it is calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He can do the vinegar test the evaporation test and the hardness test. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He should put the acid on the rock and observe for a reaction because calcite reacts with acid by making bubbles. So if the rock fizzes it has calcite in it. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||That what calcite to when it is in vinegar. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the rock in vinegar. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||He would put the vinegar into a vial and put the rock in the vial and if it bubbles it is calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||If it bubbles it has calcite. | partially_correct_incomplete |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||If you put the rock in vinegar it should fizzle if it has calcite. | correct |
If Phil, a geologist, wants to test for calcite while in the field, what should he bring with him? (an acid such as vinegar). Describe what Phil should do to test for calcite and what he would observe.||Put acid on a rock. If the acid fizzes, Phil would know that the rock has calcite.||Put the rock in vinegar and see if it fills. | partially_correct_incomplete |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||As the number of blocks increases the distance decreases. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||As the blocks increase the distance decreases. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks you put on the truck the farther it gets, in meters. | contradictory |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||As the number of blocks increases, the distance increase. | contradictory |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is as the number of blocks increases the distance decreases. | partially_correct_incomplete |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the shorter the distance traveled. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||Once he added one more the mass was slower and that is what he showed on the graph. | partially_correct_incomplete |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The distance goes up one every time also the number of blocks. | contradictory |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||It went farther with less blocks and it went no farther with more blocks. | contradictory |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship between the independent and the dependent variable is the more load the slower the truck will go. | partially_correct_incomplete |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||One shows the number of blocks and one shows the distance of how far they went. | irrelevant |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more blocks the harder the truck tries to go faster causing it to go slower. | partially_correct_incomplete |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||Every time he put a block in it went 5 meters shorter. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The more the block, the less it goes, the less the blocks, the farther it goes. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is it goes down one every time you add a block. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship between the number of blocks and the distance traveled by the truck in 10 seconds is that they both change how far the truck goes. | partially_correct_incomplete |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is that the less blocks the toy truck has the more it will carry and the more blocks the less it can carry. | correct |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship between the number of blocks and the distance is that it decreases every time and all of it decreases together. | contradictory |
Don wanted to find out if a battery powered toy truck would always travel the same distance in 10 seconds no matter how heavy a load the truck carried. He placed one or more blocks (the load) in the back of the truck and recorded his results. (Each block had the same mass.) The following graph displays his results. What is the relationship between the number of blocks and the distance traveled by the truck in 10 seconds?||The more blocks the truck carries, the less distance the truck travels in 10 seconds.||The relationship is that the more blocks that you put in the truck the less distance it will cover. | correct |
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