question_id,ID,question_text,student_answer_id,student_answer,label
FN_27a,FN.27a.111.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.111.1,I think Overly Orange juice because it took less drops.,correct
FN_27a,FN.27a.148.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.148.1,"Overly Orange, OO, has more because it has less drops. Luscious Lemon does not have as much as OO because of the drops.",correct
FN_27a,FN.27a.160.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.160.1,"Overly Orange contains higher concentration because the one with the least drops contains most vitamin C. Orange 8, Lemon 13.",correct
FN_27a,FN.27a.174.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.174.1,"Overly Orange contains a higher concentration of vitamin C. The evidence is because if the juice becomes clear with less drops of vitamin C, it means that the vitamin C is strong in that juice.",correct
FN_27a,FN.27a.180.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.180.1,Overly Orange because orange does contain more color.,incorrect
FN_27a,FN.27a.182.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.182.1,Overly Orange because it took fewer drops than Luscious Lemon.,correct
FN_27a,FN.27a.185.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.185.1,Overly Orange contains more vitamin C because they put less drops of Overly into the container.,correct
FN_27a,FN.27a.215.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.215.1,No because if it does not go clear it has no vitamin C.,incorrect
FN_27a,FN.27a.221.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.221.1,"Overly Orange contains a higher concentration of vitamin C, because it took less drops to change the color.",correct
FN_27a,FN.27a.252.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.252.1,Overly contains a higher amount of vitamin C in it because it took less indophenol to turn the colored juice clear.,incorrect
FN_27a,FN.27a.263.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.263.1,Overly Orange because it took the least amount of drops to turn clear.,correct
FN_27a,FN.27a.311.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.311.1,Overly Orange had the most vitamin C because it does not use the most amount of drops.,correct
FN_27a,FN.27a.326.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.326.1,Luscious Lemon has a higher concentration of vitamin C because lemons are really sour and Overly Orange was not that sour.,contradictory
FN_27a,FN.27a.339.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.339.1,Overly Orange 5 less than the Luscious Lemon and was quicker to change color.,correct
FN_27a,FN.27a.351.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.351.1,Yes because it had a higher concentration of vitamin C.,incorrect
FN_27a,FN.27a.355.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.355.1,Overly Orange contains more vitamin C because it took less drops to change the color of the indophenol.,correct
FN_27a,FN.27a.366.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.366.1,Yes because vitamin C makes the indicator clear and the lower amount of drops the more vitamin C.,correct
FN_27a,FN.27a.367.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.367.1,"Overly Orange contains more vitamin C, the evidence is that there are fewer drops needed before the liquid turned clear.",correct
FN_27a,FN.27a.372.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.372.1,Overly Orange. It has less drops and which one is less has higher vitamin C.,correct
FN_27a,FN.27a.398.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.398.1,No because the least drops you put the more concentrated it is.,correct
FN_27a,FN.27a.403.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.403.1,No because the color did not change. If the color still would stay the same it vitamin C.,contradictory
FN_27a,FN.27a.419.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.419.1,Only the Overly Orange contains lots of vitamin C because the blue water became clear in 8 drops. It is less than drops than Luscious Lemon.,correct
FN_27a,FN.27a.422.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.422.1,Overly Orange and Luscious Lemon have more vitamin C because it took only a couple drops to make the indophenol clear.,correct
FN_27a,FN.27a.442.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.442.1,Overly Orange has more because of the amount of drops she put in.,correct
FN_27a,FN.27a.443.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.443.1,Yes it did because the lower the number the more vitamin C and they both have low numbers.,correct
FN_27a,FN.27a.448.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.448.1,"Yes, because if it has lower drops it has more vitamin than others.",correct
FN_27a,FN.27a.453.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.453.1,I think that the Overly Orange and the Luscious Lemon do not contain a higher concentration because they clear the indophenol fast.,contradictory
FN_27a,FN.27a.461.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.461.1,Overly Orange then less the drops the more vitamin C.,correct
FN_27a,FN.27a.507.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.507.1,Overly Orange has the higher concentration of vitamin C because I took less amount of drops.,correct
FN_27a,FN.27a.547.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.547.1,Overly Orange has higher concentration and the evidence is the overly Orange has 8 drops and Luscious Lemon has 13 drops.,correct
FN_27a,FN.27a.549.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.549.1,Overly Orange has 120 percent of vitamin C and Luscious Lemon has 50 percent.,incorrect
FN_27a,FN.27a.567.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.567.1,Overly Orange contain the higher vitamin C because the less drops the more vitamin C.,correct
FN_27a,FN.27a.574.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.574.1,Luscious Lemon contains higher vitamin C. The evidence is that it has more drops so that is the evidence.,contradictory
FN_27a,FN.27a.592.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.592.1,"Yes, because the drops tell what happen and it tell that this item had not so much sugar especially Overly Orange.",contradictory
FN_27a,FN.27a.596.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliter sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Does Overly Orange or Luscious Lemon contain a higher concentration of vitamin C? What is the evidence?,FN.27a.596.1,"Overly Orange and Luscious Lemon have vitamin C. My evidence are that it says that Overly Orange had 8 drops, and Luscious Lemon had 13 drops, and that also means that it has Vitamin C.",incorrect
SE_48,SE.48.104.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.104.1,C. When there are more than one thing it get hotter faster and cooler faster too.,incorrect
SE_48,SE.48.105.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.105.1,C. Because there are more black in it.,incorrect
SE_48,SE.48.107.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.107.1,C. It got more energy to do.,incorrect
SE_48,SE.48.117.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.117.1,"C. Because the more the black, the hotter it gets. The less it has, the cooler it gets.",incorrect
SE_48,SE.48.126.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.126.1,C. The one with 3 disks could of got hot because it had more disks than A or B. Since it has more disks then it was the one that got the hottest because the sun heat got in it more than the other 2.,correct
SE_48,SE.48.136.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.136.1,C. C because it holds 3 black papers in the pan with water facing the sun. Black absorbs the heat.,correct
SE_48,SE.48.140.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.140.1,C. Since more surface area absorbs heat and it was black it makes more sense for it to be more hot.,correct
SE_48,SE.48.173.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.173.1,C. I selected pan C because pan C got the most black disks so pan C absorbs more heat.,correct
SE_48,SE.48.247.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.247.1,C. There is more black to attract the sun.,incorrect
SE_48,SE.48.251.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.251.1,A. Because B and C will take too long to heat up because there is more water in pan B and C.,contradictory
SE_48,SE.48.252.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.252.1,C. Because there are 3 white cakes in pan C.,contradictory
SE_48,SE.48.253.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.253.1,C. Because it has more black circles.,incorrect
SE_48,SE.48.257.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.257.1,C. It has more black and black heats up fast.,incorrect
SE_48,SE.48.261.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.261.1,C. I picked C because it has more pans and they will affect the sun.,incorrect
SE_48,SE.48.267.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.267.1,C. Because it has more black in it that attracts the sun to make it hotter.,correct
SE_48,SE.48.328.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.328.1,C. I pick C because that is the highest of the other.,incorrect
SE_48,SE.48.386.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.386.1,C. I think it would be the hottest because it has more black.,correct
SE_48,SE.48.387.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.387.1,C. Because it has the most plastic disks.,incorrect
SE_48,SE.48.409.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.409.1,C. The cake pan C had the most black in it so it warmed up the quickest and made the water warmer.,incorrect
SE_48,SE.48.424.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.424.1,C. It has more black disks to absorb more heat.,correct
SE_48,SE.48.427.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.427.1,"C. Pan C had the largest surface area to absorb the heat from the sun, so pan C became the warmest pan in the sun.",correct
SE_48,SE.48.430.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.430.1,"C. Well it has more black, and the sun's heat is attracted by dark colors, so the heat would stay on C.",incorrect
SE_48,SE.48.440.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.440.1,"C. The black disks absorbs the heat so the width of the disk, the more the heats expands when it touches the water place will be heated up.",correct
SE_48,SE.48.441.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.441.1,A. Water is a heat sink which slows down the absorption of the heat so the more water the less heat in the pan.,contradictory
SE_48,SE.48.488.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.488.1,C. It has more black parts.,incorrect
SE_48,SE.48.490.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.490.1,C. Because there are 3 heat sinks on C which will keep the pan warm in the night.,incorrect
SE_48,SE.48.492.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.492.1,C. Because the more black it is the more the black is absorbing and making the water the hottest.,incorrect
SE_48,SE.48.493.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.493.1,A. Because energy did not have much to heat so it focused on that one thing.,contradictory
SE_48,SE.48.502.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.502.1,"C. C, because there is more black in C than any other cake pan. The more black the hotter it will get because black absorbs the sun's energy.",incorrect
SE_48,SE.48.507.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.507.1,C. They all absorbed the heat. When these disks they absorb and pass the heat between all of them and that is why.,correct
SE_48,SE.48.513.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.513.1,C. Because the pan has more disks but they also are small so they would heat up easily.,incorrect
SE_48,SE.48.514.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.514.1,C. Box C has the most surface area covered so all the plastic circles would absorb energy so it would be the warmest.,correct
SE_48,SE.48.532.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.532.1,C. It has more black circles.,incorrect
SE_48,SE.48.548.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.548.1,A. Because the pancake needed some room and it needs lots of tarp in order for it to have it cooked.,contradictory
SE_48,SE.48.592.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.592.1,C. The one with 3 is hotter because more black absorbs more heat.,correct
SE_48,SE.48.615.1,"Maggie wanted to find out if surface area affected temperature change. She had 3 white cake pans. She filled each with 300 milliliters of water. She put one small black plastic disk in pan A, 2 in pan B, and 3 in pan C. Then she put all 3 pans in the sun. When Maggie measured the water temperature in each pan after 15 minutes, which pan do you think held the hottest water? Explain your answer.",SE.48.615.1,C. Pan C has more black disks so the heat will be absorbed because the more black there is the more heat is absorbed.,correct
MX_47b,MX.47b.381.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.381.1,If you take the same amount of water and weight it will measure to the same things.,correct
MX_47b,MX.47b.385.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.385.1,I chose cup 2 because it has the same water 2 has more solute.,contradictory
MX_47b,MX.47b.386.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.386.1,"The solutions have the same amount of solute, there is just more on the bottom of the cup in cup 2.",correct
MX_47b,MX.47b.388.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.388.1,I chose A because in each cup you could put 4 spoons and it dissolved. When the fifth scoop went in it did not dissolve. The undissolved part is not part of the solution.,correct
MX_47b,MX.47b.418.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.418.1,Once a solution is saturated it is at its highest level of concentration.,incorrect
MX_47b,MX.47b.421.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.421.1,My choice is A because it might weigh the same and they both is saturated.,correct
MX_47b,MX.47b.422.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.422.1,Because both of the cups one and 2 have the same amount of concentrations because they are both saturated.,correct
MX_47b,MX.47b.423.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.423.1,They are the same because once a solution is saturated it cannot go further.,correct
MX_47b,MX.47b.425.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.425.1,I chose cup 2 because it has more solute in it.,contradictory
MX_47b,MX.47b.426.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.426.1,I picked C because cup 2 has more solute than cup one.,contradictory
MX_47b,MX.47b.434.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.434.1,Because it has more spoons of solute but it has the same amount of water.,contradictory
MX_47b,MX.47b.453.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.453.1,Because there is the same amount of solvent but there is more solute in cup 2.,contradictory
MX_47b,MX.47b.455.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.455.1,"Each solution has same amount of water, which means they both hold the same amount of solute after saturation.",correct
MX_47b,MX.47b.457.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.457.1,Because they are both at the highest point of concentration.,correct
MX_47b,MX.47b.460.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.460.1,Because it is the same.,incorrect
MX_47b,MX.47b.462.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.462.1,It does not show how much dissolved and how much did not.,incorrect
MX_47b,MX.47b.488.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.488.1,Because both cup one and 2 are already concentrated. Neither cup one or 2 can hold any more solvent.,incorrect
MX_47b,MX.47b.498.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.498.1,"Because Tabby said that the solute and water were the same and I believe him and it says that they both have the same thing on the bottom clear, material on the bottom.",incorrect
MX_47b,MX.47b.504.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.504.1,It clearly states that 2 has more.,contradictory
MX_47b,MX.47b.524.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.524.1,Because is look like it.,incorrect
MX_47b,MX.47b.531.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.531.1,Same water but more scoops.,incorrect
MX_47b,MX.47b.532.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.532.1,Because both looked alike to me.,incorrect
MX_47b,MX.47b.540.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.540.1,Because cup 2 have 8 spoons.,incorrect
MX_47b,MX.47b.541.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.541.1,I think that the answer is cup 2 because it has more spoons.,contradictory
MX_47b,MX.47b.556.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.556.1,Because solution 2 is more concentrate because it has more spoonfuls.,contradictory
MX_47b,MX.47b.563.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.563.1,I put C because cup 2 has more spoons of solute so it would be heavier.,contradictory
MX_47b,MX.47b.567.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.567.1,"Because cup 2 has more salt, 8 spoons and because it has more material on the bottom.",contradictory
MX_47b,MX.47b.571.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.571.1,I put A because it is the same because it the same amount of water and only 2 scoops more than the other one.,incorrect
MX_47b,MX.47b.595.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.595.1,I would need to know how much stuff is at the bottom.,contradictory
MX_47b,MX.47b.597.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.597.1,Because they have the same amount of water but cup 2 has more spoons of solute.,incorrect
MX_47b,MX.47b.598.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.598.1,Both have the same because they have the same milliliters of water and they are both the same.,incorrect
MX_47b,MX.47b.604.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.604.1,Cup one might have 6 spoons of solute and cup 2 has 8 spoons and both have 50 milliliters of water.,incorrect
MX_47b,MX.47b.635.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.635.1,Cup one has less material on the bottom.,incorrect
MX_47b,MX.47b.638.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.638.1,Because cup one has the same amount of water but different amount of solute.,contradictory
MX_47b,MX.47b.640.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.640.1,"The solutions both have the same amount of water, but not the same amount of clear material on the bottom. So cup one wins.",contradictory
MX_47b,MX.47b.641.1,Tabby made 2 solutions using the same solute and water. [Cup one has 6 spoons solute in 50 milliliters water. Cup 2 has 8 spoons solute in 50 milliliters water. Both solutions are clear with material on the bottom.] Which sentence below describes the concentrations of the 2 solutions? (A. The solutions in the cups have the same concentration.) B. Cup one has the more concentrated solution. C. Cup 2 has the more concentrated solution. D. There is not enough information to answer the question. Explain your choice.,MX.47b.641.1,"Because both are saturated, and if you used 6 spoons for cup 2 both cups are still saturated.",correct
ST_52a,ST.52a.382.1,"When a seed germinates, why does the root grow first?",ST.52a.382.1,Because it sucks up the water as food for the plant and stem.,correct
ST_52a,ST.52a.386.1,"When a seed germinates, why does the root grow first?",ST.52a.386.1,Because they need roots to produce the leaves.,incorrect
ST_52a,ST.52a.394.1,"When a seed germinates, why does the root grow first?",ST.52a.394.1,It grows first to get food and nutrients.,incorrect
ST_52a,ST.52a.396.1,"When a seed germinates, why does the root grow first?",ST.52a.396.1,The root grows first because the seed needs water to grow.,correct
ST_52a,ST.52a.422.1,"When a seed germinates, why does the root grow first?",ST.52a.422.1,Because the root is the seed or the to be growing the hair.,incorrect
ST_52a,ST.52a.426.1,"When a seed germinates, why does the root grow first?",ST.52a.426.1,So the seed does not die.,incorrect
ST_52a,ST.52a.429.1,"When a seed germinates, why does the root grow first?",ST.52a.429.1,Because it need to stay it will not grow at all.,incorrect
ST_52a,ST.52a.459.1,"When a seed germinates, why does the root grow first?",ST.52a.459.1,So it can suck up water to grow.,correct
ST_52a,ST.52a.464.1,"When a seed germinates, why does the root grow first?",ST.52a.464.1,Because the roots go down to the water the leaves go towards the sun.,correct
ST_52a,ST.52a.465.1,"When a seed germinates, why does the root grow first?",ST.52a.465.1,To gather water for food.,incorrect
ST_52a,ST.52a.466.1,"When a seed germinates, why does the root grow first?",ST.52a.466.1,The root grows first because it needs to make food for the seed.,incorrect
ST_52a,ST.52a.474.1,"When a seed germinates, why does the root grow first?",ST.52a.474.1,When a seed germinates the root grows first to hold the plant up right.,incorrect
ST_52a,ST.52a.486.1,"When a seed germinates, why does the root grow first?",ST.52a.486.1,It comes out before the other.,incorrect
ST_52a,ST.52a.487.1,"When a seed germinates, why does the root grow first?",ST.52a.487.1,So it can gather water to grow.,correct
ST_52a,ST.52a.502.1,"When a seed germinates, why does the root grow first?",ST.52a.502.1,Because that is a part of the plant.,incorrect
ST_52a,ST.52a.504.1,"When a seed germinates, why does the root grow first?",ST.52a.504.1,The root grows fruit because root always grows first.,incorrect
ST_52a,ST.52a.526.1,"When a seed germinates, why does the root grow first?",ST.52a.526.1,Because the root searches for the nutrients so the embryo germinates into a stem and leaves.,incorrect
ST_52a,ST.52a.528.1,"When a seed germinates, why does the root grow first?",ST.52a.528.1,Root hair.,incorrect
ST_52a,ST.52a.531.1,"When a seed germinates, why does the root grow first?",ST.52a.531.1,To get water for the seed.,correct
ST_52a,ST.52a.532.1,"When a seed germinates, why does the root grow first?",ST.52a.532.1,Because it has to get the food and water.,correct
ST_52a,ST.52a.534.1,"When a seed germinates, why does the root grow first?",ST.52a.534.1,So it can search for food.,incorrect
ST_52a,ST.52a.539.1,"When a seed germinates, why does the root grow first?",ST.52a.539.1,So the root would search for water.,incorrect
ST_52a,ST.52a.557.1,"When a seed germinates, why does the root grow first?",ST.52a.557.1,The root grows first because the root suck up the water that the seed needs.,correct
ST_52a,ST.52a.560.1,"When a seed germinates, why does the root grow first?",ST.52a.560.1,So the plant can get water.,correct
ST_52a,ST.52a.569.1,"When a seed germinates, why does the root grow first?",ST.52a.569.1,So the seed can get out and grow.,incorrect
ST_52a,ST.52a.575.1,"When a seed germinates, why does the root grow first?",ST.52a.575.1,So the flower could grow on it.,incorrect
ST_52a,ST.52a.592.1,"When a seed germinates, why does the root grow first?",ST.52a.592.1,It is because a root produces the plant.,incorrect
ST_52a,ST.52a.594.1,"When a seed germinates, why does the root grow first?",ST.52a.594.1,The roots grow first to kind of support the plant and to soak up the water.,correct
ST_52a,ST.52a.596.1,"When a seed germinates, why does the root grow first?",ST.52a.596.1,The reason that the root grows first is because the root is the part underground and so that is why it grows first.,incorrect
ST_52a,ST.52a.598.1,"When a seed germinates, why does the root grow first?",ST.52a.598.1,When the seed germinates the roots grow first because it somewhat help hold the plant up because it holds on to the did sort of.,incorrect
ST_52a,ST.52a.600.1,"When a seed germinates, why does the root grow first?",ST.52a.600.1,Because that is what a plant need to grow. The roots are the part of the plant that sucks up the water.,correct
ST_52a,ST.52a.626.1,"When a seed germinates, why does the root grow first?",ST.52a.626.1,So the root can suck up the water.,correct
ST_52a,ST.52a.627.1,"When a seed germinates, why does the root grow first?",ST.52a.627.1,So it can soak up food.,incorrect
ST_52a,ST.52a.630.1,"When a seed germinates, why does the root grow first?",ST.52a.630.1,So it can keep growing so it will not.,incorrect
ST_52a,ST.52a.637.1,"When a seed germinates, why does the root grow first?",ST.52a.637.1,Because it grows as late.,incorrect
ST_52a,ST.52a.638.1,"When a seed germinates, why does the root grow first?",ST.52a.638.1,It has to suck up all the water so that it can grow.,correct
FN_20a,FN.20a.114.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.114.1,Anna can do weigh it but she will need walnuts and peanuts. And after she weighs them wait for 2 days and the check back and will know how much more fat is in them.,incorrect
FN_20a,FN.20a.140.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.140.1,First she has to get a brown piece of paper and make sure that the walnut and the peanut are the same weight. Then she has to smash it on the paper and let it sit overnight. Then measure the grease spots.,incorrect
FN_20a,FN.20a.148.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.148.1,"She can use a scale and she can but the amount of peanuts, and walnuts. And the smash it on a piece of paper and wait 2 days before you look to see how much fat there will be.",incorrect
FN_20a,FN.20a.188.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.188.1,Crush the peanuts and walnuts on brown piece of paper and let it sit out for a few days.,incorrect
FN_20a,FN.20a.208.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.208.1,Put the foods on 2 different papers and smash them and in 2 days look how big they are.,incorrect
FN_20a,FN.20a.228.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.228.1,Anna can measure one gram of peanuts and one gram of walnuts. Next she can smash the one gram of peanuts onto brown paper with a circle in the middle. Then do the same to the walnuts. Let the walnuts and peanuts sit in the same room for 2 days. Finally remove the walnuts and peanuts from the brown paper and turn over the brown paper. Then measure the grease spot with a clear centimeter graph.,correct
FN_20a,FN.20a.231.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.231.1,Anna could take a little piece of walnut and a same piece of peanut then take 2 pieces of brown paper and spread the walnut piece on one paper and the peanut piece on the other paper. Then she should wait a few days and then she should look on the back of each paper and see what nut has the biggest grease spot. That is the nut that has more fat in it.,incorrect
FN_20a,FN.20a.234.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.234.1,First you get the food. Then you get brown paper or some type of paper. Next you squish the peanuts and walnuts on 2 pieces of paper. Finally you wait 3 days before checking the grease marks.,incorrect
FN_20a,FN.20a.235.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.235.1,She can put them on a different piece of paper. The one that has the most biggest spot is the one that has more fat in it.,incorrect
FN_20a,FN.20a.245.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.245.1,She could use a brown piece of paper with a circle on it and place a walnut and on the other piece of paper place a peanut.,incorrect
FN_20a,FN.20a.254.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.254.1,Anna you can use the fat test. You will know how to do the other stuff.,incorrect
FN_20a,FN.20a.276.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.276.1,"First she can take 2 pieces of brown paper and make even circles on both. She then measures out a gram for each. After that she spreads around the peanut on paper, in the circle Anna does the same for the walnut. After that she waits a day. Then she takes the grease spots and measures the spots by using a grid. Whichever one has the most centimeters squared is the one with more fat.",incorrect
FN_20a,FN.20a.278.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.278.1,Anna can compare the fat in the walnuts and peanuts by doing the fat test.,incorrect
FN_20a,FN.20a.313.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.313.1,Anna can put both samples on 2 different pieces of paper and see which one makes a bigger grease spot.,incorrect
FN_20a,FN.20a.331.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.331.1,Get a brown paper towel then put the walnuts on one paper towel and the peanuts on the other paper towel. Third you leave both nuts for 2 days after 2 days see how much of a grease spot the nuts left and write it down using square centimeters.,incorrect
FN_20a,FN.20a.365.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.365.1,"First, she needs brown paper, a scale, and a gram of each food. Anna needs to take a gram of each food and let it sit for 2 days. Then she can determine how much fat is in each food by the size of the grease spot.",incorrect
FN_20a,FN.20a.367.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.367.1,1. Weigh one gram of each food. 2. Put one gram of food on 2 pieces of brown paper. 3. Leave for 2 days. 4. Check samples. 5. Compare grease spot.,incorrect
FN_20a,FN.20a.381.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.381.1,"To compare the fat in walnuts and peanuts you will need 2 brown papers, a grid, a spoon, and a scale. 1. Draw a even circle on your indicator. Brown papers. 2. Put your walnuts and peanuts on your indicator, but it has to be a even amount. 3. Then smash it up and weigh it. When you smash it up make sure it is in the circles. 4. Let it sit for 2 days. 5. After the second day put your walnuts or peanuts under your grid and circle your grease spots and count your whole squares. Circle the center circle and the grease spot around the center circle.",correct
FN_20a,FN.20a.410.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.410.1,First you get a scale and an indicator with a circle in the middle. Second you put the walnuts in the circle of the Indicator. The mass has to be one gram. Then you do the same with the peanut. Then you let it dry for 2 days. Once you do that you get a 400 square centimeters graph and measure the.,incorrect
FN_20a,FN.20a.430.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.430.1,Anna can smash them and put them in a brown paper and wait a couple of days and use a paper grid and the squares and then Anna will know which one is fat.,incorrect
FN_20a,FN.20a.462.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.462.1,She can get a brown paper bag and cut it. Then she should get the peanut and smash it on the paper bag. And she should do the same with the walnut. Last she should wait 2 days and see the results. Making sure the peanut and walnut weigh one gram.,incorrect
FN_20a,FN.20a.474.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.474.1,Walnuts and peanuts are kind the same because walnuts have more centimeters squared than peanuts.,incorrect
FN_20a,FN.20a.476.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.476.1,1. Measure one gram of each food. 2. Crunch them up. 3. Put them on 2 pieces of brown paper. 4. Wait for 2 days. 5. Take the food off the papers and put them under a grid.,incorrect
FN_20a,FN.20a.499.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.499.1,First she has to weigh the food and make sure it is the same one gram. Then smear the food sample in the circle that is in the middle of brown paper. Last wait for 2 days and wait for the result if the grease spot is big it means it has a lot of fat.,correct
FN_20a,FN.20a.501.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.501.1,"First, you use a scale to measure one gram. Next, you mash up the food. Then, you use brown paper with a black outline place the foods in 2 different pieces of paper. Finally, you wait 2 days and look at your results.",correct
FN_20a,FN.20a.509.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.509.1,"First you must have the same mass. Then, you must smear them on the same type of brown paper, but spread evenly in the circle. Finally, you must wait the same amount of time.",correct
FN_20a,FN.20a.523.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.523.1,First you need 2 cups a little cube of a toy and a measurement and 3 brown paper with circular. And wait for 2 days.,incorrect
FN_20a,FN.20a.530.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.530.1,"First you will need 2 cups, a scale, brown paper indicator food, and the same size circle on brown paper, one gram fat the cups on the scale then put the paper on the cups. Put the one gram on one side and the food on the other side, the scale must be even. After you did that with both foods keep the food on the brown paper for 2 days. After 2 days the one with the bigger grease spot is the one with the most fat in it.",incorrect
FN_20a,FN.20a.539.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.539.1,First you need brown paper indicator weight and one gram block. Take the weight in brown paper indicator and weight one gram. For the peanuts and walnuts on the brown paper and wait 48 hours.,incorrect
FN_20a,FN.20a.550.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.550.1,First take one gram or milligram and take a brown paper indicator and put it on a scale and when the food is one gram put it aside for 2 days and then see which one has the most grease.,incorrect
FN_20a,FN.20a.568.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.568.1,"You can take 2 small pieces of brown paper take one walnut out of the shell, smash it down on one of the pieces of paper, do the same with the peanut, and let them sit overnight maybe 2 nights then look at the brown papers. The one with a larger grease spot has more fat.",contradictory
FN_20a,FN.20a.574.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.574.1,The procedure Anna can use is she can get a grit chart to count the squares to see how much fat it has. Then see if they both compare to each other.,incorrect
FN_20a,FN.20a.577.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.577.1,You can grade a piece of brown paper get a walnut and peanut butter smash both on separate piece of paper and wait 24 hours. But make sure they weigh the same or the grease stain on one might be bigger.,incorrect
FN_20a,FN.20a.581.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.581.1,Anna should make sure one is not salted and one is not.,incorrect
FN_20a,FN.20a.615.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.615.1,She will measure and leave them 20 day to see how much she did it.,incorrect
FN_20a,FN.20a.619.1,"Anna wants to compare the fat in walnuts and peanuts, but she isn't sure how. Write a procedure Anna can use to compare the fat in walnuts and peanuts.",FN.20a.619.1,You could check on the back of the bag that sees which one have more grease.,incorrect
LF_33b,LF.33b.101.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.101.1,The clay is like wet sand and it is by the river.,incorrect
LF_33b,LF.33b.146.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.146.1,Because once the clay is picked up it is moved and dropped off outside of the mouth.,incorrect
LF_33b,LF.33b.175.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.175.1,It will end up there because clay can be broken up into such tiny parts or sediments that it is easily carried by the water and will end up probably the farthest out in the lake.,correct
LF_33b,LF.33b.176.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.176.1,The clay is deposited there because it is lighter so it travels farther and spreads out more.,incorrect
LF_33b,LF.33b.177.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.177.1,The deposited where I indicated because clay is a lot heavier than sand and pebbles.,contradictory
LF_33b,LF.33b.183.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.183.1,Because clay is a bigger.,contradictory
LF_33b,LF.33b.213.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.213.1,Because clay is heavier than sand so it travels farther.,contradictory
LF_33b,LF.33b.216.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.216.1,Clay deposited where I indicated because the clay is the lightest in this case.,incorrect
LF_33b,LF.33b.223.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.223.1,Because it is so light.,incorrect
LF_33b,LF.33b.253.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.253.1,Because when we did our stream table experiment the water and clay mixed and the water and the clay flowed together.,incorrect
LF_33b,LF.33b.260.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.260.1,The clay is in the river because the clay mixes in with the water.,incorrect
LF_33b,LF.33b.284.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.284.1,It is heavy so I thought it would drop off quick.,contradictory
LF_33b,LF.33b.285.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.285.1,It is deposited the farthest because it is lighter than the other ones.,correct
LF_33b,LF.33b.291.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.291.1,Because sand is heavier and since the sand is heavier it would go down from clay and there is a bigger amount of sand too.,incorrect
LF_33b,LF.33b.662.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.662.1,Clay is where I indicated it because clay is the lightest material so it travels the farthest.,correct
LF_33b,LF.33b.664.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.664.1,It was deposited because it begins to settle to the bottom because the channel is slowing its current.,incorrect
LF_33b,LF.33b.665.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.665.1,The clay is deposited where I indicated because the river has brought the clay in the lake.,incorrect
LF_33b,LF.33b.668.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.668.1,"It is deposited because the water, river is taking it away with it.",incorrect
LF_33b,LF.33b.680.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.680.1,The clay goes the farthest because it has the least particles.,correct
LF_33b,LF.33b.682.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.682.1,The clay is deposited where I indicated it because it is heaviest so it will not go as far.,contradictory
LF_33b,LF.33b.685.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.685.1,The clay is lighter so it is carried farther.,correct
LF_33b,LF.33b.689.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.689.1,The clay is there because it has lighter and smaller particles which makes it float to the top.,correct
LF_33b,LF.33b.699.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.699.1,Because clay is the lightest.,incorrect
LF_33b,LF.33b.701.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.701.1,The clay is deposited there because the clay is the lightest and everything else is heavier so it sinks.,correct
LF_33b,LF.33b.707.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.707.1,It is deposited there because it is lighter than sand and pebbles.,correct
LF_33b,LF.33b.738.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.738.1,Very near to the mouth of the river.,contradictory
LF_33b,LF.33b.784.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.784.1,The clay is very light so it can be carried farther than the sand and pebbles.,correct
LF_33b,LF.33b.802.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.802.1,"The clay is deposited there, because the clay has the least amount of mass so it will go farther.",correct
LF_33b,LF.33b.814.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.814.1,The clay is deposited where I indicated because the clay has the lesser mass so it is can be carried the farthest.,incorrect
LF_33b,LF.33b.825.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.825.1,It was deposited there because it has a lesser mass and therefore is carried farther than all of the other earth materials.,correct
LF_33b,LF.33b.837.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.837.1,The clay is where I indicated it because it is the one that gets pushed out the farthest.,incorrect
LF_33b,LF.33b.844.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.844.1,Clay is lighter than sand or pebbles so it would be easier for water to carry it farther.,correct
LF_33b,LF.33b.922.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.922.1,The clay is deposited where I indicated because it is the lightest.,correct
LF_33b,LF.33b.937.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.937.1,The clay deposit is farther because of its light weight.,incorrect
LF_33b,LF.33b.940.1,"Below is a drawing of a river that carried sand, clay, and pebbles (past the river's mouth) to a lake. Why is the clay deposited where you indicated?",LF.33b.940.1,The clay is indicated where I put it because clay is soft and lines are soft too.,incorrect
SE_25a,SE.25a.105.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.105.1,A. Because the little things help me. All I know A is the dry soil.,incorrect
SE_25a,SE.25a.126.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.126.1,A. The graph helped me because the dry soil gets hot. The one that gets hot between water and dry soil is dry soil. The soil gets hotter because it absorbs more heat.,incorrect
SE_25a,SE.25a.144.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.144.1,A. Because of 20 number it helps by the line.,incorrect
SE_25a,SE.25a.150.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.150.1,A. Dry soil cools faster than water.,incorrect
SE_25a,SE.25a.154.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.154.1,"A. A, because it is hotter than the B and dry soil fast more fast than the water heat.",incorrect
SE_25a,SE.25a.166.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.166.1,A. Because the dry soil absorbs heat and traps the heat.,incorrect
SE_25a,SE.25a.190.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.190.1,A. Because dry soil heats up faster than water.,incorrect
SE_25a,SE.25a.265.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.265.1,B. dry soil heats up faster than water because dry soil is like sand gets hot fast.,contradictory
SE_25a,SE.25a.313.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.313.1,"A. I knew dry soil was B because it lets in heat fast and lets it go fast, so dry soil is not a good heat sink.",contradictory
SE_25a,SE.25a.320.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.320.1,A. Because A was the higher than the other one because it is hot inside because dry not wet.,incorrect
SE_25a,SE.25a.324.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.324.1,A. Because container A has a higher temperature and dry soil does not contain water so the temperature is going to be high.,incorrect
SE_25a,SE.25a.331.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.331.1,"A. Because water is the best heat sink and heat sinks absorb solar energy slowly and release it slowly. Dry soil is a heat sink too, but is not the best.",correct
SE_25a,SE.25a.332.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.332.1,A. B because dry soil is not that high than the water one.,contradictory
SE_25a,SE.25a.336.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.336.1,B. because A has the highest temperature and B has the lowest.,contradictory
SE_25a,SE.25a.390.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.390.1,B. Because line A is hotter. Water tends to get hotter than anything. So the soil is line B. Soil cannot get as hot as 44 to 43 Celsius.,contradictory
SE_25a,SE.25a.394.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.394.1,A. Because soil heats up faster.,incorrect
SE_25a,SE.25a.441.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.441.1,A. The graph helped me by showing the temperature. The dry soil is darker with no heat sink material like water to slow the absorption of heat.,incorrect
SE_25a,SE.25a.503.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.503.1,A. Dry soil heats up quickly and more than water but loses its heat quickly like line A on the graph.,correct
SE_25a,SE.25a.506.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.506.1,A. Because dry soil heats more in the sun.,incorrect
SE_25a,SE.25a.508.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.508.1,A. The graph helped me decide which container had the dry soil because I know that water is a heat sink and I know that heat sinks bring in heat slower and lets it out slow.,correct
SE_25a,SE.25a.513.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.513.1,A. Had wet soil it takes a longer time for it to heat up. So the dry soil would heat up faster.,incorrect
SE_25a,SE.25a.514.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.514.1,B. The graph helped me because dry soil is not a heat sink like water so it does not absorb the heat as fast.,contradictory
SE_25a,SE.25a.519.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.519.1,"B. Well, I know that water will heat up faster and I thought that maybe the soil will not heat up faster.",contradictory
SE_25a,SE.25a.525.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.525.1,A. A because dry heats up faster because it has no breeze or moisten anything to where is absorbs more.,incorrect
SE_25a,SE.25a.529.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.529.1,A. Because dry soil absorbs solar energy faster because it is not a heat sink.,incorrect
SE_25a,SE.25a.530.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.530.1,A. Because water is a heat sink so it heats up slowly and soil heats up quickly.,incorrect
SE_25a,SE.25a.532.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.532.1,A. Because it heats up faster.,incorrect
SE_25a,SE.25a.539.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.539.1,A. The graph help me because I know that dry soil is black which perhaps it will get hotter unlike the water it reflects the sun's energy.,incorrect
SE_25a,SE.25a.576.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.576.1,A. Water makes things cooler so the dry soil gets hotter.,incorrect
SE_25a,SE.25a.596.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.596.1,A. I know that container A had the dry soil because dry soil heats up the fastest in the sun and goes down in the shade.,incorrect
SE_25a,SE.25a.597.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.597.1,B. The graph helped me decide which container had dry soil because I know that water is a better heat sink and wet soil has water in it.,contradictory
SE_25a,SE.25a.598.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.598.1,A. A was the highest because dry soil heats faster.,incorrect
SE_25a,SE.25a.604.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.604.1,A. Container A had dry soil because non wet materials or dry materials will heat up faster than wet materials because wet materials are heat sinks and they take longer to absorb and release heat.,correct
SE_25a,SE.25a.611.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.611.1,A. Dry soil is A because dry soil is a earth material and absorbs the sun's energy more than B.,incorrect
SE_25a,SE.25a.614.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.614.1,A. It helped me because container A has the highest temperature than container B.,incorrect
SE_25a,SE.25a.615.1,"The graph shows temperature data from 2 containers. One container had 100 milliliters of water and the other had 100 milliliters of dry soil. Each container was placed in the sun for 20 minutes and then in the shade for 20 minutes. Which container, A or B, had the dry soil? Explain how the graph helped you decide which container had the dry soil.",SE.25a.615.1,A. Water is a heat sink and will heat up slow but there is no water in dry soil so it heats up fast.,contradictory
FN_27b,FN.27b.101.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.101.1,The indophenol did not change color with Fruitsnap because it did not have any vitamin C in it.,correct
FN_27b,FN.27b.107.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.107.1,It did not change color because Fruitsnap has no vitamin C.,correct
FN_27b,FN.27b.113.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.113.1,The indophenol did not change color with the Fruitsnap because the Fruitsnap might not have had vitamin C.,correct
FN_27b,FN.27b.118.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.118.1,Because it does not contain vitamin C in Fruitsnap. It contains only sugar.,correct
FN_27b,FN.27b.146.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.146.1,It was probably concentrated or it could have little or no vitamin C.,correct
FN_27b,FN.27b.150.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.150.1,Probably because they did something wrong and it did not work.,incorrect
FN_27b,FN.27b.171.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.171.1,Because it does not have a lot of vitamin C.,correct
FN_27b,FN.27b.180.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.180.1,Because it is too bright.,incorrect
FN_27b,FN.27b.185.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.185.1,Fruitsnap did not change color because it must not have vitamin.,correct
FN_27b,FN.27b.208.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.208.1,Because it did not have any vitamin C.,correct
FN_27b,FN.27b.228.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.228.1,There was either very little or no vitamin C at all in Fruitsnap.,correct
FN_27b,FN.27b.230.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.230.1,It did not change because the Fruitsnap did not have any vitamin C.,correct
FN_27b,FN.27b.232.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.232.1,The indophenol did not change color with Fruitsnap because it did not have vitamin C in it.,correct
FN_27b,FN.27b.233.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.233.1,The fruit snap did not have vitamin C.,correct
FN_27b,FN.27b.249.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.249.1,The indophenol did not change colors because Fruitsnap does not have a high concentration of acid.,incorrect
FN_27b,FN.27b.250.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.250.1,The indophenol did not change color with Fruitsnap because there was none or very little vitamin C.,correct
FN_27b,FN.27b.255.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.255.1,Because it had no vitamin C.,correct
FN_27b,FN.27b.256.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.256.1,Because Fruitsnap does not have any vitamin C.,correct
FN_27b,FN.27b.265.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.265.1,It did not because it had no vitamin C or a little bit of vitamin C.,correct
FN_27b,FN.27b.286.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.286.1,It did not work because it has no vitamin C.,correct
FN_27b,FN.27b.293.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.293.1,Because it probably had more sugar than vitamin C.,correct
FN_27b,FN.27b.311.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.311.1,Because it does not have vitamin C in it.,correct
FN_27b,FN.27b.314.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.314.1,Because there was no acid in it.,incorrect
FN_27b,FN.27b.317.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.317.1,Because it does not have as much vitamin C as Overly Orange or Luscious Lemon.,correct
FN_27b,FN.27b.321.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.321.1,Probably because the Fruitsnap does not have very much concentrate.,incorrect
FN_27b,FN.27b.325.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.325.1,Because Fruitsnap did not have a lot of vitamin C in it.,correct
FN_27b,FN.27b.327.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.327.1,It did not change color to white or clear because it does not have vitamin C.,correct
FN_27b,FN.27b.335.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.335.1,It was not fruit concentrate.,incorrect
FN_27b,FN.27b.349.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.349.1,It did not have any vitamin C.,correct
FN_27b,FN.27b.355.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.355.1,It did not change color because it has little or no vitamin C.,correct
FN_27b,FN.27b.358.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.358.1,Because Fruitsnap had little or no vitamin C.,correct
FN_27b,FN.27b.362.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.362.1,Probably because they stopped putting indophenol in.,incorrect
FN_27b,FN.27b.366.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.366.1,There is no vitamin C in the drink.,correct
FN_27b,FN.27b.368.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.368.1,Fruitsnap probably contains no vitamin C.,correct
FN_27b,FN.27b.371.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.371.1,"It did not change because it had not much vitamin C, so it would take a lot of drops.",correct
FN_27b,FN.27b.372.1,Jana and Emily used indophenol to test 3 beverages for vitamin C. The number of drops they added to make a 10 milliliters sample of the blue indophenol indicator become colorless are given here: 8 drops of Overly Orange 13 drops of Luscious Lemon 33 drops of Fruitsnap (and it still didn't change color). Why didn't the indophenol change color with Fruitsnap?,FN.27b.372.1,It did not have any vitamin C.,correct
VB_12d,VB.12d.381.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.381.1,The longer the swinger the less swings it makes.,correct
VB_12d,VB.12d.388.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.388.1,How fast the swinger is and how far it has to travel to complete one rotation.,incorrect
VB_12d,VB.12d.401.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.401.1,"The longer the string the less swings or, the shorter the string the more swings.",correct
VB_12d,VB.12d.406.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.406.1,The longer the string the less it swings because it takes longer to swing.,correct
VB_12d,VB.12d.416.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.416.1,"The shorter it is it swings more, and the longer it is it swings less.",correct
VB_12d,VB.12d.423.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.423.1,The longer the swinging string is the less times it will swing and when it is a smaller string it goes faster.,correct
VB_12d,VB.12d.431.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.431.1,The shorter the string the faster it swings and the longer the string the slower it swings.,correct
VB_12d,VB.12d.448.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.448.1,The longer the pendulum it will not swing that much.,correct
VB_12d,VB.12d.452.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.452.1,"If the swinger is longer, than it has a longer distance to swing.",incorrect
VB_12d,VB.12d.454.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.454.1,I smaller the string the more amount of numbers.,correct
VB_12d,VB.12d.458.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.458.1,The longer the string the less swings the shorter the more swings.,correct
VB_12d,VB.12d.462.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.462.1,If the string is smaller it swings more times if it is longer it swings less times.,correct
VB_12d,VB.12d.469.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.469.1,"The longer the string, the longer the traveling distance so the less times if goes back and forth.",correct
VB_12d,VB.12d.475.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.475.1,The relationship between the string and swinger is that they are different areas and lengths.,incorrect
VB_12d,VB.12d.477.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.477.1,If you made your string like 25 centimeters long it would probably swing 10 to 12 times because it is sort of long and short.,contradictory
VB_12d,VB.12d.483.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.483.1,"If the string is shorter, it will swing more than if the string is long.",correct
VB_12d,VB.12d.486.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.486.1,If the string is short it goes faster swings a lot more than a long one.,correct
VB_12d,VB.12d.489.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.489.1,The string should be short and it will go faster.,incorrect
VB_12d,VB.12d.495.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.495.1,If the string is longer it will go slower.,correct
VB_12d,VB.12d.497.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.497.1,The shorter the string the more times it swings.,correct
VB_12d,VB.12d.498.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.498.1,The smaller the string the more the swing. The longer the string less swings.,correct
VB_12d,VB.12d.501.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.501.1,That they both work together.,incorrect
VB_12d,VB.12d.503.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.503.1,Well if the string is long it swings less times but if it is short it swings more times.,correct
VB_12d,VB.12d.511.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.511.1,"If the swinger is smaller it will swing faster if it was longer it will swing slower, If it is really really long it will only swing 5 times.",correct
VB_12d,VB.12d.523.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.523.1,It would make 30 swings in 15 seconds.,incorrect
VB_12d,VB.12d.525.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.525.1,It can swing 30 seconds and not stop when you swing it.,incorrect
VB_12d,VB.12d.530.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.530.1,If the string is made shorter it will swing more. If the string is made longer it will swing less.,correct
VB_12d,VB.12d.533.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.533.1,The bigger the length the slower it is the smaller the length is the faster.,correct
VB_12d,VB.12d.535.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.535.1,They each have to be ready to swing.,incorrect
VB_12d,VB.12d.537.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.537.1,If they made a swinger for like 20 inches it can swing less or high.,incorrect
VB_12d,VB.12d.539.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.539.1,It changes the number of the swing.,incorrect
VB_12d,VB.12d.542.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.542.1,Is because the longer the string the shorter of swings.,correct
VB_12d,VB.12d.626.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.626.1,The longer the less swings.,correct
VB_12d,VB.12d.628.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.628.1,In 15 seconds it will swing 12 times.,incorrect
VB_12d,VB.12d.634.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.634.1,How long the string is how much it got less swings. How short the string is how much it got more swings.,correct
VB_12d,VB.12d.638.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.638.1,The shorter the string the more swings the longer the string the less the swings.,correct
VB_12d,VB.12d.643.1,Describe the relationship between the length of the string and the number of swings a swinger makes in 15 seconds.,VB.12d.643.1,The longer the string the less swings The shorter the string the more swings.,correct
LF_39,LF.39.387.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.387.1,2. Trace the model onto the overlay grid. 4. And copy the overlay grid onto the smaller grid that is in your notebook.,correct
LF_39,LF.39.397.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.397.1,2. And trace it but make it littler.,incorrect
LF_39,LF.39.401.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.401.1,2. Copy it in the journal. 4. Draw any boundaries that you need.,incorrect
LF_39,LF.39.403.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.403.1,2. Trace the grid with a marker on the overlay grid. 4. Color the smaller grid.,incorrect
LF_39,LF.39.404.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.404.1,2. Draw your model on the overlay grid. 4. Draw it.,incorrect
LF_39,LF.39.417.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.417.1,2. Trace every detail to the overlay grid. 4. Make the drawing of the overlay grid on the smaller grid with the same coordinates.,correct
LF_39,LF.39.427.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.427.1,2. And trace it the into your book. 4. And a key.,incorrect
LF_39,LF.39.432.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.432.1,2. Then trace it. 4. Then add detail.,incorrect
LF_39,LF.39.440.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.440.1,2. Do not put so much detail. 4. He can put on side on 2 pages and the other on the other 2 pages.,contradictory
LF_39,LF.39.441.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.441.1,2. Copy it to his grid. 4. Copy that to the notebook.,incorrect
LF_39,LF.39.489.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.489.1,2. Put a compass rose on the map. 4. Trace the grid on the notebook.,incorrect
LF_39,LF.39.509.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.509.1,2. Then trace the model. 4. You draw the map like the overlay grid.,incorrect
LF_39,LF.39.516.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.516.1,2. The trace the things like the places. 4. The draw the thing on where it is.,incorrect
LF_39,LF.39.533.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.533.1,2. Copy all objects from a bird's eye view. 4. See what square has what in it and copy it in the same square on the smaller one.,incorrect
LF_39,LF.39.552.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.552.1,2. Trace over with a marker or Sharpie. 4. Color it.,incorrect
LF_39,LF.39.574.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.574.1,2. Measure your photo and your notebook. 4. Then draw everything smaller onto your notebook paper.,incorrect
LF_39,LF.39.577.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.577.1,2. Copy the thing under the grid on the grid. 4. Actually draw it.,incorrect
LF_39,LF.39.579.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.579.1,2. Trace over the objects on the model. Only trace the outline of the objects. 4. Redraw the traced figures on your small grid.,incorrect
LF_39,LF.39.662.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.662.1,2. Label the places on the grid. 4. And label them and then color them.,incorrect
LF_39,LF.39.673.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.673.1,2. Trace the structures onto the overlay grid. 4. Look at the smaller grid and draw the structures in the notebook.,correct
LF_39,LF.39.677.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.677.1,2. Get a writing utensil. 4. Trace the model.,incorrect
LF_39,LF.39.681.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.681.1,2. Copy the pitcher onto the grid paper. 4. Make a little model that could maybe be flat then pop up.,incorrect
LF_39,LF.39.732.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.732.1,2. Put everything on scale and draw a map. 4. Draw the map to look like the previous one.,incorrect
LF_39,LF.39.734.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.734.1,2. Draw everything on the big map on the overlay grid. 4. Copy the drawings from the overlay grid on to the grid on your notebook paper.,incorrect
LF_39,LF.39.735.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.735.1,2. He can get a smaller picture of his neighbor.,incorrect
LF_39,LF.39.775.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.775.1,"2. Draw where everything is, on the overlay. 4. Try to copy the exact locations as the higher grid on the smaller grid.",incorrect
LF_39,LF.39.780.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.780.1,2. Use the blocks and draw the picture on the blocks of the overlay sheet. 4. Draw what you have on that sheet you just did in your notebook.,incorrect
LF_39,LF.39.784.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.784.1,2. Trace over with marker on overlay. 4. Then draw what is on your overlay in pencil in your notebook.,incorrect
LF_39,LF.39.805.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.805.1,2. See how much square cubes on the overlay grid fit in the photograph. 2. Count how much fits in the smaller cubes.,incorrect
LF_39,LF.39.820.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.820.1,2. Then draw all of it on the grid. 4. Then fix all the little problems with it.,incorrect
LF_39,LF.39.837.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.837.1,2. Then you use a marker to trace the items on the map. 4. Do it again then color what you did.,incorrect
LF_39,LF.39.840.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.840.1,2. Draw a overlay grid. 4. Draw a map grid.,incorrect
LF_39,LF.39.886.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.886.1,2. Draw what it looks like from the top. 4. Make the neighborhood buildings and other object smaller.,incorrect
LF_39,LF.39.937.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.937.1,2. Put something on the sides of the grid to hold it down. 4. Then color it.,incorrect
LF_39,LF.39.940.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.940.1,2. Draw it smaller than it really is. 4. Take a farther away picture so it is small enough so it can fit in your notebooks.,incorrect
LF_39,LF.39.992.1,Don wants to make a map of his neighborhood that fits into his notebook. He has a photograph of the neighborhood but it is too large. Complete the description of how Don can draw an accurate map that fits into his notebook: 1. Put an overlay grid over the model. 2. ____ 3. Draw a smaller grid with the same number of squares in your notebook. 4. ____ 5. Create a key to go with the map.,LF.39.992.1,2. Trace the neighborhood. 4. Transfer it.,incorrect
ME_73,ME.73.101.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.101.1,She would put and back it to a D-cell.,correct
ME_73,ME.73.102.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.102.1,Stick it into the clips and close the switch.,incorrect
ME_73,ME.73.105.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.105.1,She should hook the extra wire from the wrapping part and connect the wires to the switch and D-cell battery. Then stick a short wire to connect the D-cell and switch.,incorrect
ME_73,ME.73.107.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.107.1,"Wendy will connect the wire to a D-cell battery and switch, switch optional.",correct
ME_73,ME.73.111.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.111.1,She should hook it to a D-cell.,correct
ME_73,ME.73.118.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.118.1,Hook the wires to the power source.,correct
ME_73,ME.73.119.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.119.1,Connect it to a battery and a switch.,correct
ME_73,ME.73.120.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.120.1,Connect one of the tips of the long wire to the switch. Connect the other long end of the wire to the D-cell and connect the short wire to the D-cell and the switch.,correct
ME_73,ME.73.123.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.123.1,"Hook the wire to a D-cell. Get a switch and another wire hook that wire to the switch. Get something made of metal. Press the top of the nail to the metal thing, they should stick.",incorrect
ME_73,ME.73.140.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.140.1,Get another wire hook it with the D-cell and the switch get the insulated wire and hook it to the switch and D-cell then turn it on with the switch and there a electromagnet.,correct
ME_73,ME.73.141.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.141.1,"Get a D-cell and a switch, connect the insulated wire to the switch and battery and you have an electromagnet.",correct
ME_73,ME.73.142.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.142.1,She should see if the magnet works as a electromagnet.,incorrect
ME_73,ME.73.146.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.146.1,She should get a D-cell to make it work.,incorrect
ME_73,ME.73.147.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.147.1,Put the wires to the D-cell.,correct
ME_73,ME.73.152.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.152.1,Attach the wire to each end of the nail.,incorrect
ME_73,ME.73.154.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.154.1,She should hook the wire to the D-cell and switch and see if it will pick up iron or steel.,correct
ME_73,ME.73.155.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.155.1,"Wendy, you should have a D-cell or a D-cell it does not matter. And a switch if you want it to work.",incorrect
ME_73,ME.73.159.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.159.1,Get a D-cell and a switch.,incorrect
ME_73,ME.73.174.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.174.1,"Wendy can hook one side of the wire to a switch, and the other side of the wire to the negative side of the D-cell after that get another small wire and hook that to the positive side of the D-cell and to the top of the switch.",correct
ME_73,ME.73.176.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.176.1,"She should attach one wire to a D-cell and the other to a switch. Then, she connects the D-cell and switch with a wire.",correct
ME_73,ME.73.180.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.180.1,"Wendy should get a D-cell and hook it up to the insulated wire and get a switch and hook some wires up to that, then she should get little washers and put them somewhere. Then you have an electromagnet.",correct
ME_73,ME.73.181.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.181.1,Wendy should connect all the wires then to see if it works Wendy can try to pick up some washers.,incorrect
ME_73,ME.73.185.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.185.1,Wendy should connect the insulated wire to a D-cell and a switch and that will be a complete circuit and it will attract iron or steel.,correct
ME_73,ME.73.189.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.189.1,She should attach a switch to one side of the wire and attach the other to the D-cell. Attach another wire to the D-cell and switch.,correct
ME_73,ME.73.190.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.190.1,Connect the wire to a D-cell and connect the wire to a switch and turn it on.,correct
ME_73,ME.73.195.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.195.1,Wendy should plug in the electromagnet.,incorrect
ME_73,ME.73.207.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.207.1,"Wendy will get a battery and connect the wires to the battery, get a battery holder.",correct
ME_73,ME.73.208.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.208.1,Connect it to a battery.,correct
ME_73,ME.73.214.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.214.1,Then Wendy should get another piece of wire and wrap it around the nail also then connect the other end of the wire to a negative and a positive.,correct
ME_73,ME.73.215.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.215.1,Hook the wires to both sides of a battery.,correct
ME_73,ME.73.217.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.217.1,She needs a D-cell and washers.,incorrect
ME_73,ME.73.225.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.225.1,Wendy should connect the long wire to the battery next.,incorrect
ME_73,ME.73.227.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.227.1,Wendy needs to get little washers and stick the iron to the washer.,incorrect
ME_73,ME.73.250.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.250.1,She would need a switch then she would turn on the switch she would also need a D-cell.,incorrect
ME_73,ME.73.252.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.252.1,Connect the wire to the D-cell and turn it on.,correct
ME_73,ME.73.256.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.256.1,She needs a D-cell to make it run.,incorrect
ME_73,ME.73.277.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.277.1,Connect the wires to a battery or power source.,correct
ME_73,ME.73.283.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.283.1,Hook it up to the D-cell then to the stick.,correct
ME_73,ME.73.328.1,"Wendy is making an electromagnet. She wrapped a long, insulated wire around an iron nail. What should Wendy do next to complete the electromagnet?",ME.73.328.1,To complete the circuit she needs to connect both ends of the wire to both end of a D-cell. You can use a switch.,correct
MX_53,MX.53.106.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.106.1,He could see what solid used and he will find out what it is.,incorrect
MX_53,MX.53.113.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.113.1,He should look for the solid material in his house or store.,incorrect
MX_53,MX.53.157.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.157.1,You can tell by the way the crystals are shaped.,correct
MX_53,MX.53.181.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.181.1,He can probably look in a book or something to find out. All crystals are different.,incorrect
MX_53,MX.53.248.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.248.1,The crystals help him by making solid materials.,incorrect
MX_53,MX.53.261.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.261.1,Salt.,incorrect
MX_53,MX.53.282.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.282.1,"To see if it was Epsom salt, salt, citric acid or calcium chloride.",incorrect
MX_53,MX.53.347.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.347.1,I going to put salt and water and leave it for some days and it is going to turn into crystals.,incorrect
MX_53,MX.53.366.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.366.1,If you put citric acid the crystals will be like a influx.,incorrect
MX_53,MX.53.384.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.384.1,I think it will help be by the shape and what has on it.,correct
MX_53,MX.53.385.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.385.1,How they look like x means salt.,correct
MX_53,MX.53.400.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.400.1,"Since different materials have different crystals, like salt is a x, then you can figure out what material has the same characteristic shape as the crystal that were from that particular solution, then he knows what material was used.",correct
MX_53,MX.53.418.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.418.1,Because by the markings and patterns on the crystals your all to identify them.,incorrect
MX_53,MX.53.423.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.423.1,Because no 2 crystals are the same.,incorrect
MX_53,MX.53.426.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.426.1,Because a crystal identifies the solute!,incorrect
MX_53,MX.53.435.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.435.1,He could check the crystals with a magnifying glass.,incorrect
MX_53,MX.53.436.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.436.1,If he has a chart he can just match to whichever one it looks like.,correct
MX_53,MX.53.438.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.438.1,He can mate the crystals to the solid material.,incorrect
MX_53,MX.53.454.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.454.1,He would look up that type of crystal in a book and find out what type it is.,incorrect
MX_53,MX.53.457.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.457.1,He could match the crystals with other crystals.,incorrect
MX_53,MX.53.458.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.458.1,Show them the crystals.,incorrect
MX_53,MX.53.461.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.461.1,The crystals might have salt in them.,incorrect
MX_53,MX.53.497.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.497.1,He could compare the crystals to other crystals.,incorrect
MX_53,MX.53.525.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.525.1,Whatever the crystals look most like.,correct
MX_53,MX.53.560.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.560.1,He can compare them with other crystals he can make and that will tell him.,incorrect
MX_53,MX.53.566.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.566.1,The crystals can identify what solid was used in the solution by its shape.,correct
MX_53,MX.53.572.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.572.1,He will know because he will see stuff at the bottom.,incorrect
MX_53,MX.53.592.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.592.1,You can use your own mixtures and see what it looks like.,incorrect
MX_53,MX.53.613.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.613.1,Use all the salt then wait for them to evaporate but in the other trays name them by the salt so he would know which one is which but then there done he can see which one looks like that one.,correct
MX_53,MX.53.630.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.630.1,Because all solid has different crystals.,incorrect
MX_53,MX.53.635.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.635.1,Take other crystals and compare to see which ones are kind of the same.,incorrect
MX_53,MX.53.637.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.637.1,How the crystals were shaped and how they looked.,correct
MX_53,MX.53.643.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.643.1,He can look at them really hard and compare them with others.,correct
MX_53,MX.53.644.1,Adam's friend gave him a cup filled with a water solution. Adam did not know what solid material was used to make it. He evaporated the solution and found crystals in the dish after all of the water was gone. How will the crystals help him decide what solid material was used to make the solution?,MX.53.644.1,Adam can try to make crystals and if the solution he used makes crystals then that is the same solution his friend used.,incorrect
FN_20b,FN.20b.101.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.101.1,"Using only the results from her experiment, Anna will know which one has more fat in it by the larger the grease spot the more fat.",correct
FN_20b,FN.20b.114.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.114.1,The way Anna will know is the bigger the spot the more fat.,correct
FN_20b,FN.20b.123.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.123.1,She will know which one has the most fat is checking the size of the grease spots.,correct
FN_20b,FN.20b.148.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.148.1,Look at the grease that is on it and what has the most grease has the most fat.,correct
FN_20b,FN.20b.156.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.156.1,The bigger the grease spot the more fat.,correct
FN_20b,FN.20b.160.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.160.1,She will know because the one with a big spot has more fat than the other one.,correct
FN_20b,FN.20b.181.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.181.1,She can tell by how big each grease spot is so if walnuts had more fat it would have a bigger grease spot.,correct
FN_20b,FN.20b.218.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.218.1,Whichever one is higher on the graph has more fat.,incorrect
FN_20b,FN.20b.265.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.265.1,You can tell which one has more fat by looking at the brown piece of paper and the biggest grease spot has more fat in it.,correct
FN_20b,FN.20b.277.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.277.1,The one that has more fat on the paper.,incorrect
FN_20b,FN.20b.280.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.280.1,Anna will know by mix and dividing it and she will get a percentage of how much fat is in walnuts and peanuts.,incorrect
FN_20b,FN.20b.311.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.311.1,The nut with the largest grease spot has the most fat.,correct
FN_20b,FN.20b.318.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.318.1,Whichever one has more oil spread out on the paper towel has the most fat.,correct
FN_20b,FN.20b.329.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.329.1,She will know by the grease mark on the brown piece of paper.,incorrect
FN_20b,FN.20b.332.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.332.1,The one that has the bigger grease stain.,correct
FN_20b,FN.20b.333.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.333.1,Anna would know by looking at the 2 pieces of paper and seeing the paper that has more grease on it. The one that has more grease on it has more fat.,correct
FN_20b,FN.20b.364.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.364.1,Let it sit for a day and if there was a grease spot that is how she would find out.,incorrect
FN_20b,FN.20b.381.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.381.1,"By the time 2 days are up both indicators will have a grease spot, both representing a walnut and a peanut the one with the biggest grease spot has the most fat.",correct
FN_20b,FN.20b.388.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.388.1,She will get the results with the biggest grease spot. For the most fat.,correct
FN_20b,FN.20b.402.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.402.1,Then she will know that walnut or peanuts has more fat.,incorrect
FN_20b,FN.20b.407.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.407.1,Anna will measure the grease spot then she will figure out which one has more fat.,correct
FN_20b,FN.20b.428.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.428.1,"By waiting for 2 days from morning until night, then you will see which one is fattier.",incorrect
FN_20b,FN.20b.437.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.437.1,Peanut has more than walnut.,incorrect
FN_20b,FN.20b.464.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.464.1,The brown paper will look wet and that will tell you which one has more fat in them.,correct
FN_20b,FN.20b.488.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.488.1,The more grease the more fat there is.,correct
FN_20b,FN.20b.491.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.491.1,You get grid paper and put it on the grease spot and count the square in the grease spot.,correct
FN_20b,FN.20b.508.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.508.1,It will show a grease spot. Then you get a graph paper then it will show how many percent it has.,correct
FN_20b,FN.20b.522.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.522.1,On your indicator whichever had more grease spots.,incorrect
FN_20b,FN.20b.528.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.528.1,Look at the grease marks.,incorrect
FN_20b,FN.20b.531.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.531.1,You take the grid chart over each food sample and count the squares that is filled with grease marks.,correct
FN_20b,FN.20b.538.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.538.1,The grease marks will show her which one has more fat.,correct
FN_20b,FN.20b.558.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.558.1,Anna will know which food has more fat by the grease spots on the brown paper.,correct
FN_20b,FN.20b.587.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.587.1,The one that has more grease will have more fat.,correct
FN_20b,FN.20b.605.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.605.1,First you need a square centimeter chart. Put it in the circle and add them. The cross that are half add them to each other.,incorrect
FN_20b,FN.20b.611.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.611.1,They should see which has more grease.,correct
FN_20b,FN.20b.616.1,"Anna wants to compare the fat in walnuts and peanuts. Using only the results from her experiment, how will Anna know which one, walnuts or peanuts, has more fat? The experiment has the following procedure: Measure out equal masses of walnuts and peanuts (for example, one gram). Smash the samples uniformly in the same size area on brown paper. Wait (the same time for each).",FN.20b.616.1,Lay the crushed walnuts and peanuts on brown paper.,incorrect
PS_4bp,PS.4bp.101.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.101.1,It would be a high pitch.,contradictory
PS_4bp,PS.4bp.105.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.105.1,It will change by the pitch will be soft.,incorrect
PS_4bp,PS.4bp.110.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.110.1,It would be high pitch.,contradictory
PS_4bp,PS.4bp.118.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.118.1,The pitch will change by getting lower.,correct
PS_4bp,PS.4bp.138.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.138.1,It would have a lower pitch.,correct
PS_4bp,PS.4bp.142.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.142.1,It would have a lower pitch.,correct
PS_4bp,PS.4bp.152.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.152.1,It would be lower.,correct
PS_4bp,PS.4bp.160.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.160.1,If she did the pitch would be lower.,correct
PS_4bp,PS.4bp.175.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.175.1,Louder.,incorrect
PS_4bp,PS.4bp.179.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.179.1,The pitch gets lower.,correct
PS_4bp,PS.4bp.184.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.184.1,It will shake and make sound.,incorrect
PS_4bp,PS.4bp.192.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.192.1,It would be lower.,correct
PS_4bp,PS.4bp.212.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.212.1,It would get lower.,correct
PS_4bp,PS.4bp.222.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.222.1,It would have a lower pitch because it has less room to vibrate.,contradictory
PS_4bp,PS.4bp.230.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.230.1,Softer.,incorrect
PS_4bp,PS.4bp.249.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.249.1,It would be wobbly so it would make a small sound.,incorrect
PS_4bp,PS.4bp.253.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.253.1,It would make a higher sound.,contradictory
PS_4bp,PS.4bp.263.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.263.1,It would be lower pitch.,correct
PS_4bp,PS.4bp.317.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.317.1,It would not be as high as when you pull it tight.,correct
PS_4bp,PS.4bp.328.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.328.1,It would change to a low pitch.,correct
PS_4bp,PS.4bp.334.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.334.1,It would be a low pitch.,correct
PS_4bp,PS.4bp.384.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.384.1,The pitch will be higher.,contradictory
PS_4bp,PS.4bp.400.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.400.1,A low pitch.,correct
PS_4bp,PS.4bp.454.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.454.1,It would be lower.,correct
PS_4bp,PS.4bp.461.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.461.1,The pitch would get lower.,correct
PS_4bp,PS.4bp.468.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.468.1,The pitch will be low.,correct
PS_4bp,PS.4bp.501.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.501.1,It got high.,contradictory
PS_4bp,PS.4bp.508.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.508.1,It will be low the pitch change.,correct
PS_4bp,PS.4bp.523.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.523.1,The sound would be lower.,correct
PS_4bp,PS.4bp.537.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.537.1,It would be lower pitch.,correct
PS_4bp,PS.4bp.557.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.557.1,It would be a longer sound.,incorrect
PS_4bp,PS.4bp.563.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.563.1,Still high.,contradictory
PS_4bp,PS.4bp.571.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.571.1,It would sound lower.,correct
PS_4bp,PS.4bp.596.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.596.1,The pitch will go high.,contradictory
PS_4bp,PS.4bp.602.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.602.1,It will make a lower pitch and yes.,correct
PS_4bp,PS.4bp.629.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla made the string longer?,PS.4bp.629.1,The pitch would be low.,correct
LF_26a2,LF.26a2.399.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.399.1,It so it better to hike. A has more lines.,incorrect
LF_26a2,LF.26a2.400.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.400.1,It is more descriptive.,incorrect
LF_26a2,LF.26a2.404.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.404.1,So you know what part of the mountain is the easiest part to climb and it has more details.,incorrect
LF_26a2,LF.26a2.407.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.407.1,Because it has more description.,incorrect
LF_26a2,LF.26a2.437.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.437.1,Because it is easier to read! And there is more information on it.,incorrect
LF_26a2,LF.26a2.446.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.446.1,Because it tell where you are going.,incorrect
LF_26a2,LF.26a2.452.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.452.1,Because a topographic map shows you if a place is going to be steep it also shows you what other roads or rivers to take well in other words it gives you more detail.,incorrect
LF_26a2,LF.26a2.453.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.453.1,To see a bird's eye view which is better view than looking from land.,incorrect
LF_26a2,LF.26a2.462.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.462.1,Because it has more and more direction to go.,incorrect
LF_26a2,LF.26a2.466.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.466.1,Because it need to walk a little be that is why I think she recommend to her.,incorrect
LF_26a2,LF.26a2.472.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.472.1,Because it would tell you where it is more steep and the elevation and the other one will not.,correct
LF_26a2,LF.26a2.474.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.474.1,So they can see which is steep or not and safe.,incorrect
LF_26a2,LF.26a2.478.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.478.1,Because it is a faster distance from the bottom.,incorrect
LF_26a2,LF.26a2.487.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.487.1,Because she walled know now the side where and how steep they are and elevation.,incorrect
LF_26a2,LF.26a2.516.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.516.1,Because a topographic map shows the steeps places and where is the best or dangerous place to be and the lines tell you where you are going like if you going around in circles.,incorrect
LF_26a2,LF.26a2.521.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.521.1,I would think A because it shows the lakes and rivers and more details of it is location. Plus it shows the symbols of what is there.,incorrect
LF_26a2,LF.26a2.551.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.551.1,So you would see the steep sides like 5000.,incorrect
LF_26a2,LF.26a2.552.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.552.1,Because it gives better directions and trails.,incorrect
LF_26a2,LF.26a2.561.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.561.1,It has more details and they show other paths beside just her's.,incorrect
LF_26a2,LF.26a2.564.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.564.1,Because both the maps show the shapes of the landforms but a topographic map shows elevation and steepness.,incorrect
LF_26a2,LF.26a2.569.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.569.1,"Pam's friend recommend Map A because you could see the elevation, and see where things are.",correct
LF_26a2,LF.26a2.573.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.573.1,Pam's friend recommended the topographic map because it shows the elevation of the mountain they are hiking.,incorrect
LF_26a2,LF.26a2.579.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.579.1,It shows the contour lines so they will know how steep the trail is. Also they will recognize the shape of the land.,correct
LF_26a2,LF.26a2.584.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.584.1,Pam's friend recommended to use a topographic map for the hike because in a topographic map you can see the profile of something which profile is a side view.,incorrect
LF_26a2,LF.26a2.585.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.585.1,She would because it has more information.,incorrect
LF_26a2,LF.26a2.586.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.586.1,"They recommended it so they could see the steep parts, they are route, elevation, and shape.",correct
LF_26a2,LF.26a2.638.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.638.1,Because it shows more directions and ways and it shows more places and more rivers.,incorrect
LF_26a2,LF.26a2.643.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.643.1,Because it is like bird's eye view and so if you look top to bottom you will see almost every detail.,incorrect
LF_26a2,LF.26a2.647.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.647.1,She recommended it because it informs them how many feet it increases. Also it shows you more locations so they know if they cross someplace they have gone too far.,correct
LF_26a2,LF.26a2.665.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.665.1,Pam's friend recommended using the topographic map because you can see which side of the mountain is the steepest. That way you know where the non steep side. Also it snows rivers.,correct
LF_26a2,LF.26a2.669.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.669.1,Pam's friend recommend using the topographic map because it has more information.,incorrect
LF_26a2,LF.26a2.673.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.673.1,Pam's friend recommend the topographic map so she can tell which side is steeper. It also shows the elevations for the height.,correct
LF_26a2,LF.26a2.674.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.674.1,Because she will know the elevation and which side is steeper.,correct
LF_26a2,LF.26a2.708.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.708.1,Because it shows where rivers and lakes are. And it shows mountains and elevation.,incorrect
LF_26a2,LF.26a2.711.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.711.1,It tells you where things are.,incorrect
LF_26a2,LF.26a2.747.1,Pam and her family were planning a hike. Pam found 2 maps of the same area. Her friend recommended she use the topographic map when they went to the lake. Why would Pam's friend recommend using the topographic map for the hike?,LF.26a2.747.1,To see the different landforms in front of them.,incorrect
VB_42,VB.42.381.1,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?,VB.42.381.1,As the number of blocks increases the distance decreases.,correct
VB_42,VB.42.384.1,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?,VB.42.384.1,As the blocks increase the distance decreases.,correct
VB_42,VB.42.394.1,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?,VB.42.394.1,"The more blocks you put on the truck the farther it gets, in meters.",contradictory
VB_42,VB.42.401.1,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?,VB.42.401.1,"As the number of blocks increases, the distance increase.",contradictory
VB_42,VB.42.404.1,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?,VB.42.404.1,The relationship is as the number of blocks increases the distance decreases.,incorrect
VB_42,VB.42.406.1,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?,VB.42.406.1,The more blocks the shorter the distance traveled.,correct
VB_42,VB.42.416.1,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?,VB.42.416.1,Once he added one more the mass was slower and that is what he showed on the graph.,incorrect
VB_42,VB.42.419.1,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?,VB.42.419.1,The distance goes up one every time also the number of blocks.,contradictory
VB_42,VB.42.423.1,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?,VB.42.423.1,It went farther with less blocks and it went no farther with more blocks.,contradictory
VB_42,VB.42.429.1,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?,VB.42.429.1,The relationship between the independent and the dependent variable is the more load the slower the truck will go.,incorrect
VB_42,VB.42.432.1,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?,VB.42.432.1,One shows the number of blocks and one shows the distance of how far they went.,incorrect
VB_42,VB.42.440.1,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?,VB.42.440.1,The more blocks the harder the truck tries to go faster causing it to go slower.,incorrect
VB_42,VB.42.448.1,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?,VB.42.448.1,Every time he put a block in it went 5 meters shorter.,correct
VB_42,VB.42.452.1,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?,VB.42.452.1,"The more the block, the less it goes, the less the blocks, the farther it goes.",correct
VB_42,VB.42.462.1,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?,VB.42.462.1,The relationship is it goes down one every time you add a block.,correct
VB_42,VB.42.466.1,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?,VB.42.466.1,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.,incorrect
VB_42,VB.42.475.1,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?,VB.42.475.1,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
VB_42,VB.42.477.1,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?,VB.42.477.1,The relationship between the number of blocks and the distance is that it decreases every time and all of it decreases together.,contradictory
VB_42,VB.42.481.1,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?,VB.42.481.1,The relationship is that the more blocks that you put in the truck the less distance it will cover.,correct
VB_42,VB.42.497.1,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?,VB.42.497.1,The more blocks he puts in the truck the less the truck will travel.,correct
VB_42,VB.42.501.1,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?,VB.42.501.1,That it is increasing by the matter of seconds.,incorrect
VB_42,VB.42.503.1,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?,VB.42.503.1,The more number of blocks the less distance it goes or the less block the more distance.,correct
VB_42,VB.42.523.1,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?,VB.42.523.1,The number of blocks is measuring by meters.,incorrect
VB_42,VB.42.530.1,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?,VB.42.530.1,If the truck has less blocks it goes further.,correct
VB_42,VB.42.533.1,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?,VB.42.533.1,The more blocks you add the less distance it would go. It would have more mass.,correct
VB_42,VB.42.535.1,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?,VB.42.535.1,The more blocks Don added the slower the toy truck will go.,incorrect
VB_42,VB.42.539.1,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?,VB.42.539.1,That will more number of blocks the slower it goes.,incorrect
VB_42,VB.42.542.1,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?,VB.42.542.1,The distance of the meter is going lower. The number of blocks is going lower too.,contradictory
VB_42,VB.42.545.1,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?,VB.42.545.1,The distance of the meter is going lower. Number of blocks is getting lower too.,contradictory
VB_42,VB.42.626.1,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?,VB.42.626.1,The more blocks added the farther it went.,contradictory
VB_42,VB.42.632.1,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?,VB.42.632.1,The more blocks the less it goes.,correct
VB_42,VB.42.634.1,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?,VB.42.634.1,It goes up each one.,contradictory
VB_42,VB.42.636.1,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?,VB.42.636.1,The relationship is that each time he add a block it goes about one meter lower.,correct
VB_42,VB.42.638.1,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?,VB.42.638.1,The more blocks the less it will go.,correct
VB_42,VB.42.639.1,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?,VB.42.639.1,The more blocks it carried the less farther it would go.,correct
VB_42,VB.42.643.1,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?,VB.42.643.1,The more blocks the less meters it goes.,correct
EM_48b,EM.48b.105.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.105.1,I chose this answer because I remember what type it is because I remembered.,incorrect
EM_48b,EM.48b.112.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.112.1,The key on the bottom and the match.,incorrect
EM_48b,EM.48b.115.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.115.1,I see the same picture or shape.,incorrect
EM_48b,EM.48b.121.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.121.1,Because on the key alum is a hexagon with a box in it and lines on the net observation it is the same.,correct
EM_48b,EM.48b.139.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.139.1,Because the crystals in the circle are the same as the crystals in the alum square.,incorrect
EM_48b,EM.48b.154.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.154.1,The picture looks like the alum.,incorrect
EM_48b,EM.48b.179.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.179.1,Because of its shaped like a hexagon with a square inside.,incorrect
EM_48b,EM.48b.214.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.214.1,They have the same shape.,correct
EM_48b,EM.48b.216.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.216.1,Because I know what to do with the key.,incorrect
EM_48b,EM.48b.220.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.220.1,I chose the answer because in the key below in the middle is alum and it looks the same as the one above.,incorrect
EM_48b,EM.48b.241.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.241.1,Because it looks the same as her observation.,incorrect
EM_48b,EM.48b.252.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.252.1,It is the same crystals.,incorrect
EM_48b,EM.48b.279.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.279.1,Because they look the same.,incorrect
EM_48b,EM.48b.280.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.280.1,It look the same.,incorrect
EM_48b,EM.48b.354.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.354.1,Because it is crystals and the things look like them.,incorrect
EM_48b,EM.48b.361.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.361.1,"It looks like little diamonds, but it is salt.",incorrect
EM_48b,EM.48b.395.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.395.1,I chose this answer because the picture in the circle and the picture square look the same.,incorrect
EM_48b,EM.48b.402.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.402.1,I chose this answer because the shape and design looks the same.,incorrect
EM_48b,EM.48b.439.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.439.1,I chose it because that is the only crystal that looks like alum.,incorrect
EM_48b,EM.48b.444.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.444.1,Alum has things inside so I look at the picture and it has things inside so I knew it was alum.,incorrect
EM_48b,EM.48b.500.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.500.1,Because they have the same shape and they have the same size and they have squares inside them.,incorrect
EM_48b,EM.48b.502.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.502.1,"Because they have squares inside of it, they have lines going to the outside of it, and it has sides on the outside.",incorrect
EM_48b,EM.48b.503.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.503.1,Because it is the same shape and has the same design in it.,correct
EM_48b,EM.48b.509.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.509.1,Because the picture that Emily drew looks just like the alum in the crystal sheet key and they are both the same shape and have the same pattern.,correct
EM_48b,EM.48b.523.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.523.1,Alum looks exactly a like it in the dish.,incorrect
EM_48b,EM.48b.525.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.525.1,Because alum is the same one up there and I remembered studying it.,incorrect
EM_48b,EM.48b.530.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.530.1,Because Alum looks like that.,incorrect
EM_48b,EM.48b.536.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.536.1,Why I chose that answer is that it looks like Alum.,incorrect
EM_48b,EM.48b.557.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.557.1,Because alum has a hexagon shape.,correct
EM_48b,EM.48b.567.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.567.1,Alum answer.,incorrect
EM_48b,EM.48b.598.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.598.1,Because it look 3D or like a box the same shape.,incorrect
EM_48b,EM.48b.609.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.609.1,Because I looked at the crystals and looked at the key and compared it. Then I saw a match.,incorrect
EM_48b,EM.48b.631.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.631.1,It is match is.,incorrect
EM_48b,EM.48b.639.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.639.1,Because the alum matches.,incorrect
EM_48b,EM.48b.645.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.645.1,Because the picture matches.,incorrect
EM_48b,EM.48b.647.1,"Emily evaporated a solution and drew a picture of the crystals that remained. Using the crystal-shape key below, what was dissolved in the solution? A. Epsom salt (B. alum) C. sodium thiosulfate.  Explain why you chose that answer.",EM.48b.647.1,Because it has the same shape and size.,incorrect
II_13a,II.13a.303.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.303.1,They are loop.,correct
II_13a,II.13a.391.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.391.1,One is a loop and one is arch.,incorrect
II_13a,II.13a.396.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.396.1,They are the same.,incorrect
II_13a,II.13a.401.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.401.1,The both finer patterns are loop.,correct
II_13a,II.13a.409.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.409.1,They are same loop.,correct
II_13a,II.13a.420.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.420.1,They are both loops.,correct
II_13a,II.13a.424.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.424.1,They are loop.,correct
II_13a,II.13a.428.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.428.1,Because you look at the finger patterns.,incorrect
II_13a,II.13a.430.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.430.1,They are loop.,correct
II_13a,II.13a.432.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.432.1,They are both a loop.,correct
II_13a,II.13a.439.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.439.1,Loop.,correct
II_13a,II.13a.441.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.441.1,Both loops.,correct
II_13a,II.13a.457.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.457.1,They are both loops.,correct
II_13a,II.13a.465.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.465.1,They are both loops.,correct
II_13a,II.13a.472.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.472.1,They are both loops.,correct
II_13a,II.13a.474.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.474.1,They are loops.,correct
II_13a,II.13a.493.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.493.1,They both loops.,correct
II_13a,II.13a.497.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.497.1,They are both loops.,correct
II_13a,II.13a.499.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.499.1,They are both the same pattern.,incorrect
II_13a,II.13a.510.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.510.1,Their shape is the same.,incorrect
II_13a,II.13a.524.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.524.1,They have lines.,incorrect
II_13a,II.13a.528.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.528.1,They are both arches.,contradictory
II_13a,II.13a.540.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.540.1,It is the same because it has loops.,correct
II_13a,II.13a.541.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.541.1,Patterns below then.,incorrect
II_13a,II.13a.546.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.546.1,They both have loops.,correct
II_13a,II.13a.556.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.556.1,They all have lines.,incorrect
II_13a,II.13a.557.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.557.1,They are both are loops.,correct
II_13a,II.13a.558.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.558.1,They are both loops.,correct
II_13a,II.13a.563.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.563.1,They are both thumbs.,incorrect
II_13a,II.13a.564.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.564.1,Both of the finger points have a loop.,correct
II_13a,II.13a.566.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.566.1,They are both a loop.,correct
II_13a,II.13a.571.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.571.1,They both have a loop in them.,correct
II_13a,II.13a.578.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.578.1,They are both loops.,correct
II_13a,II.13a.596.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.596.1,They are both loops.,correct
II_13a,II.13a.597.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.597.1,They are the same kind of finger patterns.,incorrect
II_13a,II.13a.615.1,"Look at the finger patterns below, then answer the questions. What is the same about the finger patterns?",II.13a.615.1,They are both loops.,correct
ME_79,ME.79.107.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.107.1,"The magnet magnetized the first one, then it a temporary magnet and then the next one.",correct
ME_79,ME.79.111.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.111.1,He magnetized it for a minute.,incorrect
ME_79,ME.79.113.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.113.1,Because it lets magnetism through the paperclips.,incorrect
ME_79,ME.79.120.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.120.1,He was able to do that because the magnetism traveled through the paperclips.,correct
ME_79,ME.79.123.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.123.1,The magnetism went through the first paperclip to the rest.,correct
ME_79,ME.79.140.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.140.1,When you pick up a object that object acts like it is a magnet.,incorrect
ME_79,ME.79.141.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.141.1,Because if the magnet touches the one paperclip became a temporary magnet and when another paperclip hooked that other paperclip worked like a magnet.,correct
ME_79,ME.79.142.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.142.1,The magnet's force go through the first paperclip to the last paperclip.,incorrect
ME_79,ME.79.148.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.148.1,When the first paperclip touched the magnet it became a temporary magnet that is what happened to each of the paperclips as it touched the one before it.,correct
ME_79,ME.79.152.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.152.1,The magnet was turning the paperclips into temporary magnets.,correct
ME_79,ME.79.154.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.154.1,It was possible because the magnetic force from the magnet ran through the first paperclip almost making that paperclip like a magnet so it was able to pick up more.,correct
ME_79,ME.79.155.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.155.1,Kurt you were able to pick up that magnet because the energy of the first one was able to pick up more because of the energy.,incorrect
ME_79,ME.79.159.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.159.1,The magnetism is going through the paperclips.,incorrect
ME_79,ME.79.173.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.173.1,"He rubs the paperclip on the magnet and it flow power through one, 2, 3 paperclips.",incorrect
ME_79,ME.79.174.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.174.1,Kurt was able to pick up all those paperclips because they are iron and magnetism can flow through iron.,correct
ME_79,ME.79.180.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.180.1,It was able to pick up all the rest because the magnetism flow through the paperclips.,correct
ME_79,ME.79.185.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.185.1,He is able to by letting the force go through the paperclips and making them all attract not repel because hand makes a repel and that is a magnetism of science.,incorrect
ME_79,ME.79.190.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.190.1,He was able to because the magnetism was going through the paperclip.,incorrect
ME_79,ME.79.191.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.191.1,"Well it can do that because the florescent is flowing through all of the paperclips, that is why.",incorrect
ME_79,ME.79.195.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.195.1,The magnetism goes through the paperclip.,incorrect
ME_79,ME.79.206.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.206.1,The magnetism force flows through the paperclips.,incorrect
ME_79,ME.79.207.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.207.1,The magnet sends magnet through one paperclip to another.,incorrect
ME_79,ME.79.208.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.208.1,The magnetic force went through the paperclips.,incorrect
ME_79,ME.79.212.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.212.1,The magnetic force flows through all the paperclips.,incorrect
ME_79,ME.79.214.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.214.1,He was able to do that because the magnetic force flows through the paperclips and creates a temporary magnet.,correct
ME_79,ME.79.216.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.216.1,The magnet made the paperclips stick on because the magnetism flowing through.,incorrect
ME_79,ME.79.217.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.217.1,The magnet has enough power.,incorrect
ME_79,ME.79.224.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.224.1,It picked it up because the paperclips was a magnet.,incorrect
ME_79,ME.79.226.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.226.1,The magnet hook all of those paperclips together because the magnetic electricity travels through the paperclips.,incorrect
ME_79,ME.79.228.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.228.1,The force went through the paperclips so that made it able to pick up all those paperclips.,incorrect
ME_79,ME.79.245.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.245.1,He did that because the magnet has a lot of power so it picked up on paperclip then that paperclip is a temporary magnet and passes the power.,correct
ME_79,ME.79.250.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.250.1,The magnet has enough power to pick up more things. What happens is the magnetic field goes around and the clips sticks to clip and then that clips up another and so forth.,incorrect
ME_79,ME.79.284.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.284.1,They could pick up paperclips because the magnetism went through the paperclips.,incorrect
ME_79,ME.79.311.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.311.1,It is flowing though the magnet so it works.,incorrect
ME_79,ME.79.314.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.314.1,The first paperclips gets strong and give it to these conduct and they are one.,incorrect
ME_79,ME.79.324.1,"Kurt was investigating which objects stick to magnets. He made an entry in his science notebook and drew a picture to help explain what he did. Look what I did! I picked up a paperclip with a magnet. Then that paperclip picked up another one, and then another one. And they weren't hooked together either. All they had to do was touch each other. Explain to Kurt why he was able to pick up all those paperclips, even though the magnet was only touching the first one.",ME.79.324.1,The paperclip is attaching like a temporary magnet.,correct
PS_4ap,PS.4ap.104.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.104.1,It will change the pitch.,incorrect
PS_4ap,PS.4ap.105.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.105.1,The pitch will change by the way she plucks it.,incorrect
PS_4ap,PS.4ap.110.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.110.1,The pitch would be low.,contradictory
PS_4ap,PS.4ap.118.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.118.1,The pitch will get high.,correct
PS_4ap,PS.4ap.141.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.141.1,Higher pitch.,correct
PS_4ap,PS.4ap.145.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.145.1,It would have a higher pitch.,correct
PS_4ap,PS.4ap.154.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.154.1,It would make a higher pitch.,correct
PS_4ap,PS.4ap.172.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.172.1,The pitch would be lower because it has less room to vibrate.,contradictory
PS_4ap,PS.4ap.183.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.183.1,The pitch would get higher.,correct
PS_4ap,PS.4ap.192.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.192.1,It would be lower.,contradictory
PS_4ap,PS.4ap.195.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.195.1,It would make a higher pitch.,correct
PS_4ap,PS.4ap.222.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.222.1,It would be a higher pitch.,correct
PS_4ap,PS.4ap.230.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.230.1,It would sound louder.,incorrect
PS_4ap,PS.4ap.252.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.252.1,It would be lower.,contradictory
PS_4ap,PS.4ap.261.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.261.1,It would become a higher pitch from when she did not have it tight.,correct
PS_4ap,PS.4ap.263.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.263.1,It would be a higher pitch.,correct
PS_4ap,PS.4ap.313.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.313.1,It would be high pitch.,correct
PS_4ap,PS.4ap.319.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.319.1,High pitch.,correct
PS_4ap,PS.4ap.328.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.328.1,It would change to a high pitch.,correct
PS_4ap,PS.4ap.332.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.332.1,It would be low.,contradictory
PS_4ap,PS.4ap.334.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.334.1,It would be a high pitch.,correct
PS_4ap,PS.4ap.396.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.396.1,The string gets higher.,incorrect
PS_4ap,PS.4ap.400.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.400.1,A high pitch.,correct
PS_4ap,PS.4ap.455.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.455.1,It would have a higher pitch.,correct
PS_4ap,PS.4ap.464.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.464.1,It would make a higher pitch.,correct
PS_4ap,PS.4ap.495.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.495.1,Medium.,incorrect
PS_4ap,PS.4ap.502.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.502.1,The pitch was higher.,correct
PS_4ap,PS.4ap.523.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.523.1,The sound would be higher.,correct
PS_4ap,PS.4ap.532.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.532.1,It would be lower.,contradictory
PS_4ap,PS.4ap.562.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.562.1,The sound will be a high pitch.,correct
PS_4ap,PS.4ap.593.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.593.1,The pitch would go higher.,correct
PS_4ap,PS.4ap.596.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.596.1,The pitch will go low.,contradictory
PS_4ap,PS.4ap.602.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.602.1,The volume changes.,incorrect
PS_4ap,PS.4ap.605.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.605.1,It would make a high pitch if Darla pull the string tighter.,correct
PS_4ap,PS.4ap.641.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.641.1,It will be higher pitch.,correct
PS_4ap,PS.4ap.644.1,Darla tied one end of a string around a doorknob and held the other end in her hand. When she plucked the string (pulled and let go quickly) she heard a sound. How would the pitch change if Darla pulled the string tighter?,PS.4ap.644.1,It would become higher.,correct
MX_46b,MX.46b.386.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.386.1,B has more solute than A does therefore B will weigh more since the solute is equally spread.,contradictory
MX_46b,MX.46b.391.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.391.1,They are the same amount of water different in spoons. That is why B weighs more because of spoons.,contradictory
MX_46b,MX.46b.425.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.425.1,Because you would have to take 50 milliliters of water out of cup B or else cup B would be heavier. So it would more fair.,contradictory
MX_46b,MX.46b.429.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.429.1,I chose cup A because it seems more concentrated.,contradictory
MX_46b,MX.46b.437.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.437.1,Because he pour only 50 milliliters of solution in each cup.,incorrect
MX_46b,MX.46b.439.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.439.1,Because B is the double of A.,incorrect
MX_46b,MX.46b.457.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.457.1,Because cup B has more spoons of the solute and has more water.,incorrect
MX_46b,MX.46b.464.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.464.1,"Because if you just took 50 milliliters of water out of each, they would be equal. I got this one wrong.",incorrect
MX_46b,MX.46b.466.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.466.1,I think the second one because B has more scoops of solute.,contradictory
MX_46b,MX.46b.467.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.467.1,Because now there is now only some of water in each and 4 is more than 2 and cup B more concentration.,contradictory
MX_46b,MX.46b.471.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.471.1,I picked cup B because I thought it would have more spoons of solute than cup A.,contradictory
MX_46b,MX.46b.472.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.472.1,I pick this one because if you split solution B into 2 water levels it will be 50 so if A is 50 and 2 spoons the other one is going to have to have 2 spoons too because the other one is double.,correct
MX_46b,MX.46b.488.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.488.1,Because 2 is half of 4 spoons and 50 milliliters is half of 100.,correct
MX_46b,MX.46b.493.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.493.1,Because Nigel took out the same amount of solutions. There is 2 spoons for 50 milliliters of water. The concentration are the same.,correct
MX_46b,MX.46b.495.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.495.1,They both have 2 spoonfuls per 50 milliliters so when you compare 50 milliliters from each they both have 2 spoonfuls in the 50 milliliters.,correct
MX_46b,MX.46b.499.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.499.1,Because they both have the same amount of water but have different amount of salt.,incorrect
MX_46b,MX.46b.502.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.502.1,I think cup B would be more heavy because cup B is more concentrated.,contradictory
MX_46b,MX.46b.524.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.524.1,They are going to be even.,incorrect
MX_46b,MX.46b.528.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.528.1,Cup B is more concentrated than cup A.,contradictory
MX_46b,MX.46b.540.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.540.1,Because solution B has more water in the top.,incorrect
MX_46b,MX.46b.542.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.542.1,Because if he takes 50 milliliters out of A and puts it back in A it is still the same and if he takes 50 milliliters out of B and puts it back in then they are still both the same.,correct
MX_46b,MX.46b.559.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.559.1,"They are the same, because there is a pattern, for every 2 spoons of solute add 50 milliliters of water.",correct
MX_46b,MX.46b.561.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.561.1,B because it gave 100 milliliters water and 4 spoons of solute. And A gave 5 milliliters water 2 spoon of salt so I stay with B.,contradictory
MX_46b,MX.46b.563.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.563.1,I chose the same because he took bottle A and half of bottle B and half of bottle B equals A.,correct
MX_46b,MX.46b.570.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.570.1,It is like x like 50 times 2 equals 100 so then 2 spoons of solute equals 50.,incorrect
MX_46b,MX.46b.575.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.575.1,"All solutions are mixtures, and a solution is when something disappears into the other.",incorrect
MX_46b,MX.46b.595.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.595.1,Solution would need to be doubled.,contradictory
MX_46b,MX.46b.597.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.597.1,Because he took the same amount from each bottle.,incorrect
MX_46b,MX.46b.598.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.598.1,Because they both have the same amount of solution in each cup. So both cups weigh the same.,incorrect
MX_46b,MX.46b.605.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.605.1,Because there is 2 spoons and 50 milliliters and then there is 4 spoons and 100 milliliters so they are going to weigh the same.,correct
MX_46b,MX.46b.608.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.608.1,Because there is more water and solute.,incorrect
MX_46b,MX.46b.612.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.612.1,I chose that one because in bottle B they took 50 milliliters but in it they put 4 spoons.,contradictory
MX_46b,MX.46b.630.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.630.1,I chose this one because in the picture above there is more water in cup B.,incorrect
MX_46b,MX.46b.640.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.640.1,Solution B has more water so it weighs more than solution A.,contradictory
MX_46b,MX.46b.643.1,"Nigel made solutions in the bottles as shown below. Solution A was 2 spoons solute in 50 milliliters water and was clear with no material on the bottom. Solution B was 4 spoons solute in 100 milliliters water and was clear with no material on the bottom. Nigel took 50 milliliters of solution from bottle A and put it in cup A and 50 milliliters of solution from bottle B and put it into cup B. He put the cups on each side of the balance. Which picture shows what would happen? A is heavier than B, B is heavier than A, (A and B are the same weight). Explain your choice.",MX.46b.643.1,Cup B because it is just double.,contradictory
MX_16a,MX.16a.140.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.140.1,No because one has more water.,contradictory
MX_16a,MX.16a.206.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.206.1,"No, because they do not say how much spoons are in there and 250 milliliters is more concentrated.",contradictory
MX_16a,MX.16a.243.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.243.1,No. Because one has more water.,contradictory
MX_16a,MX.16a.277.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.277.1,No because it has to be equal.,contradictory
MX_16a,MX.16a.291.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.291.1,"No, because one has more water.",contradictory
MX_16a,MX.16a.366.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.366.1,No they do not because they are not the same amount of water and it will not equal the same.,contradictory
MX_16a,MX.16a.381.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.381.1,"Yes, because if you get the same amount of water from each then weighed it they would measure up to the same amount.",incorrect
MX_16a,MX.16a.386.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.386.1,"No, because there is less room for the solute to spread out in Mariella's solution. The material at the bottom is not part of the solution.",contradictory
MX_16a,MX.16a.389.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.389.1,Yes because they both have the same amount of solid.,contradictory
MX_16a,MX.16a.390.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.390.1,No because they have the same solid but different amounts of water.,contradictory
MX_16a,MX.16a.394.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.394.1,"Yes, the solutions have the same concentration because, using the same solute and water, there is a saturation point per milliliters of water and they have both reached the saturation point, they are saturated and cannot become any more concentrated, so they are both equally concentrated.",correct
MX_16a,MX.16a.416.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.416.1,"No, they do not because Richard put more water which will make it less concentrated.",contradictory
MX_16a,MX.16a.437.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.437.1,No. I think that Mariella's saturated solution is more concentrated because it has more solid.,contradictory
MX_16a,MX.16a.453.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.453.1,No because one has more water which will make the solution heavier than the other.,contradictory
MX_16a,MX.16a.463.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.463.1,"Yes because if they are saturated, then the stuff on bottom went to waste and the waters are holding the same number of water and solid except for the stuff on the bottom. Take that stuff out then they both have the same concentration.",correct
MX_16a,MX.16a.464.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.464.1,"No, because the 100 milliliters of water is more concentrated because it has less solvent and 250 milliliters of water has more solvent.",contradictory
MX_16a,MX.16a.466.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.466.1,"No because if you had Kool-aid the one with more water will give the powder more space to dissolve, but the one with less water will saturate because there is less space for the powder to dissolve.",contradictory
MX_16a,MX.16a.488.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.488.1,Yes because they both cannot hold any more solid.,correct
MX_16a,MX.16a.494.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.494.1,Yes. They are both saturated which means they are also concentrated.,incorrect
MX_16a,MX.16a.528.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.528.1,No. Why because one has 3 spoons of salt in it and 2 has 4 spoons of salt in it that is why it is more solution.,contradictory
MX_16a,MX.16a.557.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.557.1,"No, because it might be a different amount of the solid in it.",contradictory
MX_16a,MX.16a.564.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.564.1,I think yes because it does not matter how much whatever you put in it and they put the same amount of stuff.,incorrect
MX_16a,MX.16a.566.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.566.1,"Yes, because if you take out the same amount of water out of each solution and put them on a balance then they will weigh the same. Only a certain amount of water can hold a certain amount of salt.",incorrect
MX_16a,MX.16a.572.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.572.1,No it does not because the 250 is more than 100.,contradictory
MX_16a,MX.16a.573.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.573.1,Yes because if you take out a certain amount of water out of each of them and weigh them and they will weigh the same.,incorrect
MX_16a,MX.16a.576.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.576.1,"No, the one with 100 milliliters of water is more concentrated because the solid has less room.",contradictory
MX_16a,MX.16a.584.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.584.1,No because Richard has more water than Mariella and Mariella only has 100 milliliters of water. And it is more crowded with 100 milliliters of water.,contradictory
MX_16a,MX.16a.592.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.592.1,"No, because Richard has more concentration space than Mariella because he has more water which means less saturation room.",contradictory
MX_16a,MX.16a.597.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.597.1,"Yes, because they are both saturated and if they add more it will just become more saturated.",contradictory
MX_16a,MX.16a.598.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.598.1,Yes. Because they both put sort of the same amount of water into the cup and so they both have the same concentration.,incorrect
MX_16a,MX.16a.601.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.601.1,"No, because Mariella's solution had more water.",contradictory
MX_16a,MX.16a.606.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.606.1,Yes there is the same amount of solution.,incorrect
MX_16a,MX.16a.611.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.611.1,"No, because if they did then both the water would be the same.",contradictory
MX_16a,MX.16a.644.1,Mariella made a saturated solution by adding a solid to 100 milliliters water. Richard made a saturated solution by adding the same solid to 250 milliliters water. Do the 2 saturated solutions have the same concentration? Explain your answer.,MX.16a.644.1,No because Richard has way more solution than Mariella so it is not the same amount.,contradictory
ST_54b3,ST.54b3.382.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.382.1,The baby plant.,correct
ST_54b3,ST.54b3.386.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.386.1,Grows into plant.,correct
ST_54b3,ST.54b3.388.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.388.1,Germinates.,incorrect
ST_54b3,ST.54b3.391.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.391.1,The embryo is the root or stem.,incorrect
ST_54b3,ST.54b3.393.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.393.1,Baby plant.,correct
ST_54b3,ST.54b3.397.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.397.1,Baby plant.,correct
ST_54b3,ST.54b3.401.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.401.1,It is the baby plant.,correct
ST_54b3,ST.54b3.402.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.402.1,Baby plant.,correct
ST_54b3,ST.54b3.426.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.426.1,The seed.,incorrect
ST_54b3,ST.54b3.428.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.428.1,The roots are.,incorrect
ST_54b3,ST.54b3.457.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.457.1,Leaves and roots.,correct
ST_54b3,ST.54b3.469.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.469.1,A plant.,correct
ST_54b3,ST.54b3.470.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.470.1,The small leaves and roots.,correct
ST_54b3,ST.54b3.486.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.486.1,It betakes the pea.,incorrect
ST_54b3,ST.54b3.487.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.487.1,The embryo is the part of the plant that grows.,correct
ST_54b3,ST.54b3.492.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.492.1,It helps the baby to eat food.,incorrect
ST_54b3,ST.54b3.495.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.495.1,The part that grows into a plant.,correct
ST_54b3,ST.54b3.501.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.501.1,"The part that grows a leaf, stem.",incorrect
ST_54b3,ST.54b3.504.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.504.1,Grows into a plant.,correct
ST_54b3,ST.54b3.522.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.522.1,Embryo grows the leaves.,incorrect
ST_54b3,ST.54b3.523.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.523.1,Stem and leaf and baby.,incorrect
ST_54b3,ST.54b3.524.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.524.1,"The leave, stem, and spout.",incorrect
ST_54b3,ST.54b3.533.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.533.1,Stem.,incorrect
ST_54b3,ST.54b3.535.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.535.1,"Helps root, leaves, and stem.",incorrect
ST_54b3,ST.54b3.537.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.537.1,"Leaves, stem.",incorrect
ST_54b3,ST.54b3.538.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.538.1,It is the baby seed.,correct
ST_54b3,ST.54b3.540.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.540.1,Baby plant.,correct
ST_54b3,ST.54b3.561.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.561.1,"The whale structure includes the root, stem, and leaves.",correct
ST_54b3,ST.54b3.571.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.571.1,The sack of food for the seed.,incorrect
ST_54b3,ST.54b3.574.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.574.1,The root and stem of a plant.,incorrect
ST_54b3,ST.54b3.576.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.576.1,Part of a seed that grows into a plant.,correct
ST_54b3,ST.54b3.578.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.578.1,"Where leaves, roots or a stem grows.",correct
ST_54b3,ST.54b3.594.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.594.1,"The embryo is the part that grows into the roots, stems, and leaves.",correct
ST_54b3,ST.54b3.599.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.599.1,The embryo is the whole structure.,incorrect
ST_54b3,ST.54b3.639.1,The inside of a pea seed is shown below. Describe the function of each of the parts: embryo.,ST.54b3.639.1,The young plant.,correct
PS_45b,PS.45b.101.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.101.1,"Nathaniel - Because a wooden blocks, because if you drop 3 thing you can not hear all 3. But if you drop one thing you can hear better.",contradictory
PS_45b,PS.45b.104.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.104.1,Sammy - If it will be soft or low or high or low the pitch will be different sound! Some will be loud or low!,incorrect
PS_45b,PS.45b.107.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.107.1,Nathaniel - I picked Nathaniel because he has wood only. And Sammy has plastic metal and wood.,contradictory
PS_45b,PS.45b.110.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.110.1,Daniel - Because he dropped a popsicle.,contradictory
PS_45b,PS.45b.111.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.111.1,"Nathaniel - I picked Nathaniel because a wooden blocks has a low sound and Sammy wants to use blocks made of plastic, metal, and wood. And the objects will make a low sound.",contradictory
PS_45b,PS.45b.114.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.114.1,Sammy - Because the metal and wood makes a louder sound kind of like vibration.,incorrect
PS_45b,PS.45b.116.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.116.1,Nathaniel - Nathaniel is using block because the block are bigger to drop in the chamber to play.,contradictory
PS_45b,PS.45b.118.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.118.1,Nathaniel - Because it is harder than made of plastic.,contradictory
PS_45b,PS.45b.138.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.138.1,"Sammy - Because plastic, wood and metal do not sound the same.",incorrect
PS_45b,PS.45b.141.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.141.1,Because what if there is only one metal item and you drop it and you hear metal.,incorrect
PS_45b,PS.45b.142.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.142.1,"Sammy - Because if they are the same material you would have to figure what size it was and which one it was, you would be able to tell easier if it was plastic, metal, or wood.",incorrect
PS_45b,PS.45b.145.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.145.1,Sammy - Because if it was same blocks just different sizes you would not know which sound it was so makes it harder but with Sammy idea they would be different so that is easy so Sammy.,correct
PS_45b,PS.45b.146.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.146.1,Sammy - Because it is different material and it is easier and it is easier because if it was Nathaniel's it would be harder because it is the same material and it all sounds alike.,incorrect
PS_45b,PS.45b.152.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.152.1,Nathaniel - Nathaniel's because it is wood and it is different sizes.,contradictory
PS_45b,PS.45b.154.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.154.1,Sammy - Because they are not the same material.,incorrect
PS_45b,PS.45b.157.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.157.1,Sammy - Sammy it would be easier because plastic is difference to wood.,incorrect
PS_45b,PS.45b.160.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.160.1,Sammys - Because there are different sounds with Sammy's idea.,incorrect
PS_45b,PS.45b.171.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.171.1,Nathaniel's - Because they all sound the same.,contradictory
PS_45b,PS.45b.172.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.172.1,"Sammy - Because the plastic, metal wood might sound different!",incorrect
PS_45b,PS.45b.175.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.175.1,Sammy - Because they are different things.,incorrect
PS_45b,PS.45b.176.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.176.1,Sammy's - Sammy's because they are all different.,incorrect
PS_45b,PS.45b.181.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.181.1,Sammy - Because Sammy's idea is better because Sammy is different kind of blocks and Nathaniel is just one kind of block but they are different size.,incorrect
PS_45b,PS.45b.183.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.183.1,Nathaniel - Because metal is close to the same sound of the other metals.,contradictory
PS_45b,PS.45b.185.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.185.1,Nathaniel - Because it is wood.,contradictory
PS_45b,PS.45b.189.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.189.1,"Sammy - Because plastic, metal, and wood have different sounds so it will be easier.",incorrect
PS_45b,PS.45b.192.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.192.1,Sammy - Because Sammy's idea would be easier than Nathaniel's idea.,incorrect
PS_45b,PS.45b.193.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.193.1,"Sammy's - Sammy's, they are made out of different things.",incorrect
PS_45b,PS.45b.194.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.194.1,"Nathaniel - I think because his has these things wooden, blocks.",contradictory
PS_45b,PS.45b.195.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.195.1,"Nathaniel - Nathaniel because, Sammy is softer, and if the plastic is too soft, it will not make a sound, and he or her will not be able to hear it.",contradictory
PS_45b,PS.45b.212.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.212.1,Nathaniel - Because wood all sounds the same but different sizes. Like a big wood and small piece kind of sound the same.,contradictory
PS_45b,PS.45b.217.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.217.1,Sammy - Because the blocks are made of different material.,incorrect
PS_45b,PS.45b.221.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.221.1,Sammy - Because those are all different materials.,incorrect
PS_45b,PS.45b.222.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.222.1,Nathaniel - Because plastic and metal make different noises than just wood.,contradictory
PS_45b,PS.45b.223.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.223.1,Sammy's idea - Because using things all made of wood would be harder to discriminate.,incorrect
PS_45b,PS.45b.225.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.225.1,"Sammy - Because plastic, metal, and wood has different sounds and just wood would make the same sound.",incorrect
PS_45b,PS.45b.230.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.230.1,Sammy - Because if you used blocks made of plastic metal and wood because it would make a differing noise so it would be easier to know.,incorrect
PS_45b,PS.45b.255.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.255.1,Sammy - Because if you have different objects for different words it would make more sense.,incorrect
PS_45b,PS.45b.261.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.261.1,Nathaniel - Because a big triangle block would sound the same as a little square block.,contradictory
PS_45b,PS.45b.263.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.263.1,Sammy's - Because they sound different.,incorrect
PS_45b,PS.45b.313.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.313.1,Sammy - Because wood blocks of different shapes and sizes would sound the same so Sammy's is better.,incorrect
PS_45b,PS.45b.319.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.319.1,Sammy - Because you could get down easy.,incorrect
PS_45b,PS.45b.320.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.320.1,Nathaniel - Because it is all the same thing.,contradictory
PS_45b,PS.45b.322.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.322.1,Sammy - Because you need difference thing.,incorrect
PS_45b,PS.45b.323.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.323.1,Sammy - Because you know that metal and wood and plastic is better than Nathaniel.,incorrect
PS_45b,PS.45b.325.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.325.1,Sammy - Because Nathaniel is not the same sizes and Sammy's will.,incorrect
PS_45b,PS.45b.328.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.328.1,"Sammy - I think that it would be easier to to tell apart plastic metal, and wood because metal makes a metallic sound plastic makes a clicky sound and wood blocks make a bangy sound.",incorrect
PS_45b,PS.45b.329.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.329.1,Sammy's - The all wood would just sound the same.,incorrect
PS_45b,PS.45b.331.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.331.1,Sammy - Why I think Sammy's idea is better because you can tell if you drop metal in the.,incorrect
PS_45b,PS.45b.333.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.333.1,"Sammy - Sammy's method because if we use wood blocks of different sizes then some of the block could sound the same and wood, metal, plastic sound different.",correct
PS_45b,PS.45b.384.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.384.1,Nathaniel - Because Nathaniel wants to put blocks of different sizes and it will make a different sound by the length.,contradictory
PS_45b,PS.45b.391.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.391.1,Sammy - Sammy's idea would be much more easier because if you did it with shapes and sizes it would be hard to hear.,incorrect
PS_45b,PS.45b.400.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.400.1,"Sammy's - Nathaniel's idea would not work because it is the same material, wood that would make the same sound. Sammy's idea would work because there is different materials.",incorrect
PS_45b,PS.45b.401.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.401.1,"Sammy - Because metal, wood and plastic make different sounds.",incorrect
PS_45b,PS.45b.452.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.452.1,Sammy's - Because Sammy's idea uses different materials with different sounds. But Nathaniel uses the same materials with the same sounds.,incorrect
PS_45b,PS.45b.454.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.454.1,"Sammy - Because plastic, metal, and wood is different.",incorrect
PS_45b,PS.45b.455.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.455.1,"Sammy - Sammy's idea is easier because if they are using different materials and Nathaniel's idea is only using wood, then you can not really tell them apart even if they are different sizes.",incorrect
PS_45b,PS.45b.459.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.459.1,Sammy's - Because the materials he mentioned were all different. So if they are all different you can tell the difference between them.,incorrect
PS_45b,PS.45b.461.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.461.1,Sammy - Because if it were all the same material it would all sound the same but Sammy used different materials to make things sound different.,incorrect
PS_45b,PS.45b.464.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.464.1,Sammy - Because they all do not sound the same.,incorrect
PS_45b,PS.45b.466.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.466.1,"Sammy - Because a material has a sound. Like cardboard makes a thump and metal makes a ring. So since Sammy has different material, we could discriminate thing easier.",incorrect
PS_45b,PS.45b.468.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.468.1,"Sammy - Sammy because wooden blocks will make the same sound and Sammy's code will work because plastic, metal and wood will not make the same sound.",incorrect
PS_45b,PS.45b.469.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.469.1,Sammy's - Because Sammy's method uses different kinds of blocks and it is easy to discriminate things made of different things than discriminate things all made of one thing.,incorrect
PS_45b,PS.45b.486.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.486.1,Sammy - One is made out of wood and the different material.,incorrect
PS_45b,PS.45b.488.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.488.1,Sammy - Because metal makes a very loud sound.,incorrect
PS_45b,PS.45b.490.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.490.1,Sammy - I thought Sammy's idea was easier because different sizes and shapes is harder.,incorrect
PS_45b,PS.45b.491.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.491.1,Sammy - Because they are made out of different stuff.,incorrect
PS_45b,PS.45b.494.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.494.1,Sammy - Because they are different things so you can tell what they are because they are different and just wood kind of makes the same sound.,incorrect
PS_45b,PS.45b.495.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.495.1,"Sammy - I think, Sammy because it has different materials and different sounds.",incorrect
PS_45b,PS.45b.497.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.497.1,Sammy - Sammy got metal stuff.,incorrect
PS_45b,PS.45b.499.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.499.1,Sammy - I chose Sammy because you can tell the difference of plastic metal blocks of wood.,incorrect
PS_45b,PS.45b.501.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.501.1,Sammy - Sammy is easier to tell the difference because it made it out of different thing.,incorrect
PS_45b,PS.45b.502.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.502.1,Sammy - Because if you put just wood stuff you will not be able to tell what it is.,incorrect
PS_45b,PS.45b.504.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.504.1,Sammy - It is Sammy.,incorrect
PS_45b,PS.45b.505.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.505.1,Nathaniel - Because bigger stuff wood blocks.,contradictory
PS_45b,PS.45b.508.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.508.1,Nathaniel - Because the thing will be big or small.,contradictory
PS_45b,PS.45b.524.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.524.1,Sammy - Because they are all different kinds of material.,incorrect
PS_45b,PS.45b.526.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.526.1,Sammy - Because they all are different sound with Sammy but Nathaniel make all the same sounds.,incorrect
PS_45b,PS.45b.528.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.528.1,"Because Sammy used lots of different objects, plastic, metal, wood, Nathaniel thinks you should use the same object, just different shapes.",incorrect
PS_45b,PS.45b.531.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.531.1,Sammy - Because it is all kinds of stuff and Nathaniel is all wood it is hard to tell.,incorrect
PS_45b,PS.45b.532.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.532.1,"Sammy - Sammy's is easier because Sammy's idea has metal, plastic, and wood so it would be easier to discriminate the properties of the objects.",incorrect
PS_45b,PS.45b.533.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.533.1,"Sammy - Because plastic, metal, and wood are different materials. And Nathaniel's code would be harder.",incorrect
PS_45b,PS.45b.536.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.536.1,Nathaniel - Because they are all different shapes and sizes so they are easier to discriminate.,contradictory
PS_45b,PS.45b.537.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.537.1,Sammy's - Because the blocks are made of different things instead of just wood and wood sounds the same.,incorrect
PS_45b,PS.45b.539.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.539.1,Sammy - Because Sammy has all different things. And it is easy to discriminate.,incorrect
PS_45b,PS.45b.557.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.557.1,Sammy - Because they to are not the same sounds.,incorrect
PS_45b,PS.45b.562.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.562.1,Both - Because wooden blocks are just like Sammy's blocks.,contradictory
PS_45b,PS.45b.563.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.563.1,Sammy - Because they all sound different and blocks sound the same.,incorrect
PS_45b,PS.45b.567.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.567.1,Sammy - Because Sammy idea is right different sounds is different thing and makes the other person do not know it.,incorrect
PS_45b,PS.45b.571.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.571.1,Sammy's - I choose Sammy's because the sounds sound different.,incorrect
PS_45b,PS.45b.572.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.572.1,Sammy - I think Sammy is better because it make a really hard code. Nathaniel does not makes a hard code.,incorrect
PS_45b,PS.45b.574.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.574.1,Sammy - If you do not know what the thing then you need.,incorrect
PS_45b,PS.45b.593.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.593.1,Sammy - Because he uses a lot of different items.,incorrect
PS_45b,PS.45b.595.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.595.1,"Sammy - Because you can tell the difference of metal, plastic, and wood. You know it is ding for metal and bom for plastic and hock for wood.",incorrect
PS_45b,PS.45b.596.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.596.1,Nathaniel - I choose Nathaniel because his idea sounds better than Sammy's because using other kinds of block might be a bad idea.,contradictory
PS_45b,PS.45b.599.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.599.1,"Sammy's - Sammy's method is easier because plastic, metal, and wood sound different and Nathaniel's method is not that easy because she is using wood and sound the same.",incorrect
PS_45b,PS.45b.600.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.600.1,Sammy - Because if you know the sound that you hear it before.,incorrect
PS_45b,PS.45b.602.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.602.1,Sammy - Sammy will make it easier because you can tell the sound of blocks and the sound of metal.,incorrect
PS_45b,PS.45b.603.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.603.1,Sammy - Because when you drop something in the drop chamber it will be making sound.,incorrect
PS_45b,PS.45b.605.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.605.1,"Sammy - Sammy's idea is much easier because the method is made of metal, wood, plastic. But Nathaniel is all wood, even though the shapes are different it would be the same sound and will be complicated for Sammy to guess. So I think Sammy's idea is much easier.",correct
PS_45b,PS.45b.607.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.607.1,"Sammy's - Because if you use wooden blocks, then it all sound the same and it is difficult to tell which is which.",incorrect
PS_45b,PS.45b.610.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.610.1,Sammy's - Because you are going to hear the difference easier.,incorrect
PS_45b,PS.45b.626.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.626.1,Nathaniel - Because it would be easier to use different shapes and sizes to detect sounds.,contradictory
PS_45b,PS.45b.629.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.629.1,Sammy - Because with this method you can get used to sounds.,incorrect
PS_45b,PS.45b.633.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.633.1,Sammy - Because they are different and different material.,incorrect
PS_45b,PS.45b.642.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.642.1,"Sammy - Because he wanted to use plastic, metal, and wood.",incorrect
PS_45b,PS.45b.643.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.643.1,Sammy - Because you could know what is the difference of sounds.,incorrect
PS_45b,PS.45b.644.1,"Nathaniel and Sammy are trying to make up a code for sending messages to each other by dropping items in a drop chamber and listening to them. Sammy wants to design a code using blocks made of plastic, metal, and wood. Nathaniel thinks it would be a better idea to use wooden blocks of different sizes and shapes. Which student's method would make it easier to tell the difference between the sounds? Why?",PS.45b.644.1,"Nathaniel - Because wood is one material wood, plastic and other materials.",contradictory
MS_14b,MS.14b.101.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.101.1,He can use is volume because he can use it.,incorrect
MS_14b,MS.14b.108.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.108.1,Because I added the 20 and the 10.,incorrect
MS_14b,MS.14b.112.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.112.1,Because it is already 30 and it is too heavy. So 20.,contradictory
MS_14b,MS.14b.136.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.136.1,I chose the answer because I needed to add it together.,incorrect
MS_14b,MS.14b.143.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.143.1,The ball is too heavy.,incorrect
MS_14b,MS.14b.146.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.146.1,I chose this answer because it could not be 30 grams because the ball is lower so it must be 40 grams.,correct
MS_14b,MS.14b.152.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.152.1,I chose this answer because one of the blocks said 20 grams.,incorrect
MS_14b,MS.14b.171.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.171.1,Because if you have a 20 mass piece and a 10 mass piece you have 40 grams all together.,contradictory
MS_14b,MS.14b.174.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.174.1,I counted the grams and got 30 grams.,incorrect
MS_14b,MS.14b.183.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.183.1,I got this answer because I counted 20 grams and 10 grams and it equaled 30 grams.,incorrect
MS_14b,MS.14b.190.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.190.1,Because 20 grams plus 10 grams equals 30 grams.,incorrect
MS_14b,MS.14b.276.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.276.1,I chose 20 grams because there is 20 grams plus 10 grams 30 grams that way I know how much is it.,contradictory
MS_14b,MS.14b.282.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.282.1,Because it was the cups that I saw and it was 20 grams and 10 grams to see.,incorrect
MS_14b,MS.14b.291.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.291.1,I think that is the answer 20 plus 10 equals 30.,incorrect
MS_14b,MS.14b.315.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.315.1,So I would get the right answer.,incorrect
MS_14b,MS.14b.319.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.319.1,I can see the ball is heavier than 30 grams because it is not a perfect balance and the level is not perfect.,correct
MS_14b,MS.14b.347.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.347.1,Because 30 is not high enough.,incorrect
MS_14b,MS.14b.360.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.360.1,I chose this answer because in the mass has 20 and 10 grams and the equals 30 grams.,incorrect
MS_14b,MS.14b.382.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.382.1,That they ball in the cup and the mass pieces are in this cup. 20 grams plus 10 grams equals 30.,incorrect
MS_14b,MS.14b.391.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.391.1,I chose it because there is a 20 grams piece and a 10 grams piece but the ball is not even with the other side so it must weigh more.,correct
MS_14b,MS.14b.396.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.396.1,Because the mass pieces gives you the answer.,incorrect
MS_14b,MS.14b.398.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.398.1,I chose it because the mass pieces are 30 grams. So I did the highest number.,correct
MS_14b,MS.14b.400.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.400.1,Because it is very simple I added 20 plus 10 and it equaled 30 grams. And that is how I got my answer.,incorrect
MS_14b,MS.14b.417.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.417.1,Because in the cup there are 30 grams. So I picked 40 because 30 grams is not enough so I put 40 grams.,correct
MS_14b,MS.14b.426.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.426.1,Because I carried a ball before and it felt like to me it is 30 grams.,incorrect
MS_14b,MS.14b.452.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.452.1,I put answer b because 20 plus 10 equals 30.,contradictory
MS_14b,MS.14b.463.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.463.1,Because if you see it is that because I chose it.,incorrect
MS_14b,MS.14b.488.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.488.1,Because 20 grams plus 10 grams equals 30 grams.,incorrect
MS_14b,MS.14b.501.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.501.1,"Because a ball is heavy, and if you put in 10 grams it will probably weight.",correct
MS_14b,MS.14b.532.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.532.1,20 plus 10 equals 30 and that is smaller than the ball which must be C.,correct
MS_14b,MS.14b.566.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.566.1,Because 20 grams plus 10 grams equals 30 grams.,incorrect
MS_14b,MS.14b.569.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.569.1,Because the ball cannot be 40 grams or 20 grams it has to be 30 grams because the ball it little.,contradictory
MS_14b,MS.14b.592.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.592.1,Because there is no standard unit.,incorrect
MS_14b,MS.14b.594.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.594.1,Because 30 grams and 20 grams is much big.,incorrect
MS_14b,MS.14b.595.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.595.1,20 grams plus 10 grams equals 30 grams.,incorrect
MS_14b,MS.14b.599.1,Look at the picture below [which shows a balance tipped down on the side containing a ball; the right cup has 20 grams and 10 grams mass pieces]. The mass of the ball is one of the following. It must be A. 20 grams. B. 30 grams. (C. 40 grams.) Explain why you chose the answer that you did.,MS.14b.599.1,Because 20 grams and 10 grams is 30 grams.,incorrect
MX_24,MX.24.384.1,How do you know when a solid and a liquid form a solution?,MX.24.384.1,Because it turns clear. It bubbles.,incorrect
MX_24,MX.24.388.1,How do you know when a solid and a liquid form a solution?,MX.24.388.1,When you can see through the solution. When the solid gets dissolved into the liquid.,correct
MX_24,MX.24.389.1,How do you know when a solid and a liquid form a solution?,MX.24.389.1,When you mix a solid and a liquid it is clear.,incorrect
MX_24,MX.24.390.1,How do you know when a solid and a liquid form a solution?,MX.24.390.1,Because the mixture is clear.,incorrect
MX_24,MX.24.393.1,How do you know when a solid and a liquid form a solution?,MX.24.393.1,It is clear and can be separated with evaporation.,incorrect
MX_24,MX.24.394.1,How do you know when a solid and a liquid form a solution?,MX.24.394.1,"You can see through the mixture, and one material has dissolved.",correct
MX_24,MX.24.400.1,How do you know when a solid and a liquid form a solution?,MX.24.400.1,"When one seems to disappear because it has dissolved, and you can see through it.",correct
MX_24,MX.24.433.1,How do you know when a solid and a liquid form a solution?,MX.24.433.1,When it creates one type of something. Like chocolate milk.,incorrect
MX_24,MX.24.435.1,How do you know when a solid and a liquid form a solution?,MX.24.435.1,It is when you cannot see the solid from the liquid.,correct
MX_24,MX.24.438.1,How do you know when a solid and a liquid form a solution?,MX.24.438.1,When you cannot separate them with filters or screens.,incorrect
MX_24,MX.24.455.1,How do you know when a solid and a liquid form a solution?,MX.24.455.1,"The solid seems to disappear, or dissolve.",incorrect
MX_24,MX.24.465.1,How do you know when a solid and a liquid form a solution?,MX.24.465.1,Well I will see the solid at the bottom and the liquid on top of it.,contradictory
MX_24,MX.24.466.1,How do you know when a solid and a liquid form a solution?,MX.24.466.1,You know because the solid matrix I will dissolve overnight.,incorrect
MX_24,MX.24.467.1,How do you know when a solid and a liquid form a solution?,MX.24.467.1,Then material will probably split up into smaller parts.,incorrect
MX_24,MX.24.469.1,How do you know when a solid and a liquid form a solution?,MX.24.469.1,Because the solid is kind of hard and liquid is more smoother.,incorrect
MX_24,MX.24.470.1,How do you know when a solid and a liquid form a solution?,MX.24.470.1,When you cannot see the solid.,incorrect
MX_24,MX.24.495.1,How do you know when a solid and a liquid form a solution?,MX.24.495.1,The solid dissolves. The solid breaks into tiny pieces so tiny no one can see it.,correct
MX_24,MX.24.497.1,How do you know when a solid and a liquid form a solution?,MX.24.497.1,If you experiment you might find a way to separate.,incorrect
MX_24,MX.24.499.1,How do you know when a solid and a liquid form a solution?,MX.24.499.1,Of the materials dissolve.,incorrect
MX_24,MX.24.563.1,How do you know when a solid and a liquid form a solution?,MX.24.563.1,You know when the solid is dissolved.,incorrect
MX_24,MX.24.573.1,How do you know when a solid and a liquid form a solution?,MX.24.573.1,When water and salt mix the salt disappears or seems to and when you cannot see the salt that means you have made a solution.,correct
MX_24,MX.24.576.1,How do you know when a solid and a liquid form a solution?,MX.24.576.1,The solid disappears into air pockets.,correct
MX_24,MX.24.593.1,How do you know when a solid and a liquid form a solution?,MX.24.593.1,When something is mixing so you get a solution.,incorrect
MX_24,MX.24.598.1,How do you know when a solid and a liquid form a solution?,MX.24.598.1,You see how it mixes together and sometimes there are bubbles or wet.,incorrect
MX_24,MX.24.600.1,How do you know when a solid and a liquid form a solution?,MX.24.600.1,It is clear.,incorrect
MX_24,MX.24.601.1,How do you know when a solid and a liquid form a solution?,MX.24.601.1,I know that because it is mixed up because it is not clear anymore.,contradictory
MX_24,MX.24.608.1,How do you know when a solid and a liquid form a solution?,MX.24.608.1,When the water turns gray or a different color.,contradictory
MX_24,MX.24.610.1,How do you know when a solid and a liquid form a solution?,MX.24.610.1,"Powder and water when they mix together. The water turn white, that how you tell or you look to the bottom.",contradictory
MX_24,MX.24.613.1,How do you know when a solid and a liquid form a solution?,MX.24.613.1,When they are in the container the water brushes off some dirt from the solid.,incorrect
MX_24,MX.24.629.1,How do you know when a solid and a liquid form a solution?,MX.24.629.1,When the solid dissolves.,incorrect
MX_24,MX.24.638.1,How do you know when a solid and a liquid form a solution?,MX.24.638.1,Because one of the chemicals dissolves.,incorrect
ST_54b2,ST.54b2.383.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.383.1,"Feeds baby plant, embryo.",incorrect
ST_54b2,ST.54b2.385.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.385.1,The cotyledon stores the food.,incorrect
ST_54b2,ST.54b2.386.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.386.1,Feeds the embryo.,correct
ST_54b2,ST.54b2.387.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.387.1,The cotyledon is the baby seed.,incorrect
ST_54b2,ST.54b2.389.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.389.1,It feeds the baby plant.,correct
ST_54b2,ST.54b2.391.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.391.1,The cotyledon is the inside of the seed.,incorrect
ST_54b2,ST.54b2.420.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.420.1,Out of it.,incorrect
ST_54b2,ST.54b2.424.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.424.1,To store all the food.,incorrect
ST_54b2,ST.54b2.427.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.427.1,Then is the cannot of the seed.,incorrect
ST_54b2,ST.54b2.454.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.454.1,Place that stores food for it.,incorrect
ST_54b2,ST.54b2.455.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.455.1,It stores the food.,incorrect
ST_54b2,ST.54b2.460.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.460.1,Part that stores food.,incorrect
ST_54b2,ST.54b2.465.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.465.1,"It is the leaf, stem, and roots.",incorrect
ST_54b2,ST.54b2.469.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.469.1,A storage.,incorrect
ST_54b2,ST.54b2.494.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.494.1,Where seeds are.,incorrect
ST_54b2,ST.54b2.496.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.496.1,The cotyledon is where seeds are store.,incorrect
ST_54b2,ST.54b2.528.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.528.1,Grow.,incorrect
ST_54b2,ST.54b2.530.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.530.1,Food storage.,incorrect
ST_54b2,ST.54b2.532.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.532.1,"Cotyledon seed coat, embryo.",incorrect
ST_54b2,ST.54b2.533.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.533.1,Feed it.,incorrect
ST_54b2,ST.54b2.536.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.536.1,Gives you the fiber you need.,contradictory
ST_54b2,ST.54b2.540.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.540.1,Food storage.,incorrect
ST_54b2,ST.54b2.558.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.558.1,A cotyledon is the part over the water.,incorrect
ST_54b2,ST.54b2.565.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.565.1,It stores the food.,incorrect
ST_54b2,ST.54b2.591.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.591.1,Stores supply.,incorrect
ST_54b2,ST.54b2.598.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.598.1,The inner layer of the seed.,incorrect
ST_54b2,ST.54b2.602.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.602.1,The cotyledon is its food holder.,incorrect
ST_54b2,ST.54b2.604.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.604.1,The food supply.,incorrect
ST_54b2,ST.54b2.606.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.606.1,Store food.,incorrect
ST_54b2,ST.54b2.610.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.610.1,Food supply.,incorrect
ST_54b2,ST.54b2.627.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.627.1,It stores food.,incorrect
ST_54b2,ST.54b2.629.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.629.1,The cotyledon is the food for the baby plant.,correct
ST_54b2,ST.54b2.630.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.630.1,The baby inside the seed.,incorrect
ST_54b2,ST.54b2.637.1,The inside of a pea seed is shown below. Describe the function of each of the parts: cotyledon.,ST.54b2.637.1,Stem.,incorrect
VB_29,VB.29.381.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.381.1,You have a standard because if you do not it will not be controlled.,incorrect
VB_29,VB.29.384.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.384.1,So that you can see the results of an experiment before a variable is changed so you can compare.,correct
VB_29,VB.29.388.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.388.1,You use a standard so you will not make a mistake and so you can compare it to differences.,incorrect
VB_29,VB.29.394.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.394.1,You start with a standard so you can compare your standard data to your data when you change a variable.,correct
VB_29,VB.29.397.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.397.1,So you can get the closest answer to the question.,incorrect
VB_29,VB.29.399.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.399.1,So you can record and change variables to get a difference.,contradictory
VB_29,VB.29.404.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.404.1,So that control your experiment without changing more than one variable.,correct
VB_29,VB.29.407.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.407.1,To keep the variables controlled.,incorrect
VB_29,VB.29.416.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.416.1,You use a standard so you can tell what happened in a controlled experiment and because you can change one variable at a time.,correct
VB_29,VB.29.419.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.419.1,You would use a standard to change any variables than just one variable that can be changed.,correct
VB_29,VB.29.423.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.423.1,"You use a standard to control your procedure, like if you get it wrong you can see what you did.",incorrect
VB_29,VB.29.440.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.440.1,To compare the new experiment with the standard.,incorrect
VB_29,VB.29.444.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.444.1,"You use a standard because when you change something which is a variable. That when you change it, you know when you did before.",correct
VB_29,VB.29.448.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.448.1,"You use a standard because without a standard, you can change it.",incorrect
VB_29,VB.29.452.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.452.1,"So you can see what you did after you do the other trials, it makes a controlled experiment to look back on when you change one variable at a time.",incorrect
VB_29,VB.29.454.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.454.1,You use a standard to see if you can try a less amount each time you do an experiment.,correct
VB_29,VB.29.458.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.458.1,You use a standard so that you can test it and compare with your standard. And compare with your variable.,incorrect
VB_29,VB.29.466.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.466.1,When conducting a controlled experiment you use a standard because you compare your other results to see if it is accurate.,correct
VB_29,VB.29.475.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.475.1,You use a standard so you can change the variable if needed in an experiment and you can also change the variable at a time.,incorrect
VB_29,VB.29.477.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.477.1,You use a standard because that what you know before the experiment and the standard helps you a lot during the experiment.,incorrect
VB_29,VB.29.481.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.481.1,In a controlled experiment you use a standard because when you are testing something else you will have to compare your answers. That is where a standard comes in.,incorrect
VB_29,VB.29.486.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.486.1,To compare your answers.,incorrect
VB_29,VB.29.489.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.489.1,We use a standard first because we could know how it went then we could use the score it went and test it again.,incorrect
VB_29,VB.29.495.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.495.1,You use a standard is to know what you will do and how it will happen.,incorrect
VB_29,VB.29.497.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.497.1,So when you change variables you can compare you standard and the other ones.,incorrect
VB_29,VB.29.501.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.501.1,So you can test the standard and can switch one variable to make it proven.,incorrect
VB_29,VB.29.503.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.503.1,Because you want to know what is the regular way and to compare the first way.,incorrect
VB_29,VB.29.523.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.523.1,So you can compare your answers.,incorrect
VB_29,VB.29.525.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.525.1,To compare the experiment with the standard one.,incorrect
VB_29,VB.29.530.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.530.1,So when you are done you could compare.,incorrect
VB_29,VB.29.533.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.533.1,So you compare at the end of the experiment.,incorrect
VB_29,VB.29.537.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.537.1,To see if the standard might be faster than the other.,incorrect
VB_29,VB.29.542.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.542.1,Because you can compare the results.,incorrect
VB_29,VB.29.626.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.626.1,To help control the controlled experiment.,incorrect
VB_29,VB.29.628.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.628.1,To control any experiment.,incorrect
VB_29,VB.29.634.1,"When conducting a controlled experiment, why do you use a standard?",VB.29.634.1,Because without a standard you will not know the steps.,incorrect
FN_17a,FN.17a.111.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.111.1,Carbon Dioxide carbon dioxide.,incorrect
FN_17a,FN.17a.119.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.119.1,There is sugar in the mixture.,correct
FN_17a,FN.17a.138.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.138.1,The chemical reaction indicates that it has a lot of sugar in it.,correct
FN_17a,FN.17a.160.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.160.1,It indicates that there is acid.,incorrect
FN_17a,FN.17a.161.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.161.1,The chemical reaction indicates sugar.,correct
FN_17a,FN.17a.177.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.177.1,The food has sugar in it.,correct
FN_17a,FN.17a.181.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.181.1,"Chemical reaction means it has what you are looking for, sugar, acid, fat.",correct
FN_17a,FN.17a.182.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.182.1,That it contains sugar.,correct
FN_17a,FN.17a.184.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.184.1,That the food she tested did contain sugar.,correct
FN_17a,FN.17a.185.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.185.1,This chemical indicates sugar.,correct
FN_17a,FN.17a.186.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.186.1,It had acid.,incorrect
FN_17a,FN.17a.217.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.217.1,It indicates that sugar is in the food.,correct
FN_17a,FN.17a.218.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.218.1,It indicates that there is sugar in that food.,correct
FN_17a,FN.17a.241.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.241.1,It indicates that sugar is in the food.,correct
FN_17a,FN.17a.250.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.250.1,This means that there was acid and or sugar in the product.,correct
FN_17a,FN.17a.255.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.255.1,It indicates that it has food in it.,incorrect
FN_17a,FN.17a.261.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.261.1,It indicates there is sugar in the food.,correct
FN_17a,FN.17a.267.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.267.1,It indicates that there is sugar in the food.,correct
FN_17a,FN.17a.287.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.287.1,It indicates a sugar test to see how much sugar there is.,correct
FN_17a,FN.17a.311.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.311.1,It probably has a lot of acid.,incorrect
FN_17a,FN.17a.320.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.320.1,It indicates carbon dioxide.,incorrect
FN_17a,FN.17a.334.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.334.1,That is has a lot of acid and vitamin C.,incorrect
FN_17a,FN.17a.336.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.336.1,That there is sugar in the food.,correct
FN_17a,FN.17a.337.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.337.1,That it has a lot of acid and sugar.,correct
FN_17a,FN.17a.388.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.388.1,The reaction indicates that it has carbon dioxide.,incorrect
FN_17a,FN.17a.390.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.390.1,The chemical reaction indicates sugar.,correct
FN_17a,FN.17a.417.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.417.1,That there is acid present yeast indicates sugar.,correct
FN_17a,FN.17a.439.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.439.1,That the food had sugar in it and carbon dioxide.,correct
FN_17a,FN.17a.457.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.457.1,It indicates that the it has acid in it.,incorrect
FN_17a,FN.17a.472.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.472.1,The reaction indicates that yeast contains acid.,incorrect
FN_17a,FN.17a.479.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.479.1,The she tested sugar and it also indicates that the water was too hot.,correct
FN_17a,FN.17a.481.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.481.1,The chemical indicated carbon dioxide and sugar.,correct
FN_17a,FN.17a.548.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.548.1,It indicates how much sugar there is.,correct
FN_17a,FN.17a.550.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.550.1,The chemical reaction indicates how much sugar is in the food.,correct
FN_17a,FN.17a.592.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.592.1,That the food she tested had a lot of sugar and because she probably put sugar in it.,correct
FN_17a,FN.17a.599.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. What does this chemical reaction indicate?",FN.17a.599.1,This chemical reaction indicates that there is sugar presence in the sample of the food.,correct
LF_18a,LF.18a.101.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.101.1,It depends on if it has a slope or no slope.,incorrect
LF_18a,LF.18a.114.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.114.1,A flood will make the creek overflow faster and will make more damage.,correct
LF_18a,LF.18a.120.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.120.1,It flows faster and carries lots of birdie.,incorrect
LF_18a,LF.18a.122.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.122.1,With normal water flow there is not as much water than a flood.,incorrect
LF_18a,LF.18a.148.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.148.1,The flood water rises and goes really fast picking up sand and dirt.,correct
LF_18a,LF.18a.184.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.184.1,Water flows with a lot more force normal water goes a lot less fast.,contradictory
LF_18a,LF.18a.189.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.189.1,They both create erosion.,incorrect
LF_18a,LF.18a.221.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.221.1,"During a flood the creek's volume will increase greatly, the water will run faster, and there will be mudslides, compared to normal water flow, which is constant and steady, and erodes less.",correct
LF_18a,LF.18a.223.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.223.1,"It will flow fast and crazy, but with a normal one it floods slow and calm.",contradictory
LF_18a,LF.18a.248.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.248.1,The water flow in a creek during a flood is different from normal water flow because the water during a flood would flow more rapidly than the normal flow.,incorrect
LF_18a,LF.18a.256.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.256.1,The difference between a flooded creek and a normal creek is water level and water pressure.,correct
LF_18a,LF.18a.258.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.258.1,"During a flood, the water flow is faster and heavier.",incorrect
LF_18a,LF.18a.265.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.265.1,The water goes faster and the water gets higher and it start to overflow.,correct
LF_18a,LF.18a.281.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.281.1,The water flows quickly during floods and also the water is high and normal water flows pretty calm and is not usually as high as water is during floods.,correct
LF_18a,LF.18a.282.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.282.1,The water in a chart is much higher during a flood and it goes faster.,correct
LF_18a,LF.18a.284.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.284.1,The water rises and starts getting wavy and out of hand.,correct
LF_18a,LF.18a.285.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.285.1,In a flood it would spread farther.,incorrect
LF_18a,LF.18a.288.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.288.1,In a flood the water flows faster than in normal water level.,correct
LF_18a,LF.18a.289.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.289.1,A creek usually flows slowly and floods usually flow quickly.,incorrect
LF_18a,LF.18a.295.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.295.1,It flows faster because of the water current pushing the other one.,incorrect
LF_18a,LF.18a.350.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.350.1,It will flow faster and might swerve off track.,incorrect
LF_18a,LF.18a.352.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.352.1,The writer in the flood goes faster and more water comes out at once.,correct
LF_18a,LF.18a.673.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.673.1,The water in the creek during a flood is more capped than a normal molten. During a flood the water runs through more quickly and picks up earth materials in deposition first and takes them further. Also erosion happen more quickly.,incorrect
LF_18a,LF.18a.674.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.674.1,The water would flow much faster and rise above the marshes. During a normal day the water would not be moving very fast and if would not be over the marshes.,correct
LF_18a,LF.18a.676.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.676.1,When there is a flood the water flow is much faster. It is also stronger.,incorrect
LF_18a,LF.18a.678.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.678.1,It flows faster.,incorrect
LF_18a,LF.18a.701.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.701.1,The water flows a lot faster during a flood compared to the speed flowing during a normal flow.,incorrect
LF_18a,LF.18a.702.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.702.1,It overflows in a creek and a lake on river.,incorrect
LF_18a,LF.18a.779.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.779.1,In a flood the water would be moving stronger and faster than usual.,incorrect
LF_18a,LF.18a.801.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.801.1,Flood water has a great velocity and force.,incorrect
LF_18a,LF.18a.811.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.811.1,The water overlaps the area around the creek during a flood.,incorrect
LF_18a,LF.18a.823.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.823.1,The water goes out of its channel. The water speeds up.,correct
LF_18a,LF.18a.825.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.825.1,The water in the creek during a flood will flow much harder and faster causing more and more erosion compared to water flow without creek.,incorrect
LF_18a,LF.18a.838.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.838.1,It is compared to different speed a flow patterns.,incorrect
LF_18a,LF.18a.848.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.848.1,The water flows in a faster range than normal because there is more water.,correct
LF_18a,LF.18a.940.1,How does the water flow in a creek during a flood compared to normal water flow?,LF.18a.940.1,The water flow in a creek during a flood compared to normal water flow is the same.,contradictory
II_24b,II.24b.383.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.383.1,I will use carbon printing to know.,incorrect
II_24b,II.24b.387.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.387.1,I will know when the dogs are asleep.,incorrect
II_24b,II.24b.395.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.395.1,"They will look exactly the same, same size same pattern.",correct
II_24b,II.24b.399.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.399.1,So you can see if the bags have the same paw.,correct
II_24b,II.24b.402.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.402.1,Some dogs more cracks on their paws.,incorrect
II_24b,II.24b.403.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.403.1,I will by looking if the dogs have paw prints.,incorrect
II_24b,II.24b.406.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.406.1,Look at microscope.,incorrect
II_24b,II.24b.417.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.417.1,Study them both.,incorrect
II_24b,II.24b.422.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.422.1,If they look the same.,correct
II_24b,II.24b.424.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.424.1,By looking at the patterns.,correct
II_24b,II.24b.428.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.428.1,I tell what is he mean.,incorrect
II_24b,II.24b.431.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.431.1,The carbon printings will look the same.,incorrect
II_24b,II.24b.433.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.433.1,It is the different dog and is not the same.,incorrect
II_24b,II.24b.441.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.441.1,Their paw prints will be the same.,incorrect
II_24b,II.24b.458.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.458.1,"They will both have either arches, loops, or whorls. That is how they will be the same.",correct
II_24b,II.24b.460.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.460.1,By comparing the 2 prints.,incorrect
II_24b,II.24b.467.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.467.1,You look real hard to see that either their toes are separated or they have print on them.,incorrect
II_24b,II.24b.472.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.472.1,Identify them with a magnifying glass and see if they are the same.,correct
II_24b,II.24b.480.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.480.1,If you discover if the dogs have the something is a loop arch or a whorl for the dog.,incorrect
II_24b,II.24b.521.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.521.1,"The finger texture, shape.",incorrect
II_24b,II.24b.528.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.528.1,Maybe they both have arches but not in the same way.,incorrect
II_24b,II.24b.540.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.540.1,By telling if it is a whorl a loop or an arch.,correct
II_24b,II.24b.543.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.543.1,They came from the same kind of dogs.,incorrect
II_24b,II.24b.556.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.556.1,If they are the same dog.,incorrect
II_24b,II.24b.558.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.558.1,You can see the designs.,incorrect
II_24b,II.24b.564.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.564.1,You can tell if the 2 dogs' paw prints are the same if it is the same as exactly the same dog.,correct
II_24b,II.24b.568.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.568.1,No 2 prints are the same.,contradictory
II_24b,II.24b.571.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.571.1,The dog's name will be on the paper so you know which dog it came from.,incorrect
II_24b,II.24b.573.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.573.1,You will compare the paw prints.,correct
II_24b,II.24b.578.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.578.1,They have the same curves and shapes.,incorrect
II_24b,II.24b.582.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.582.1,"If they have the same kind of arch, loop, or whorl.",correct
II_24b,II.24b.593.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.593.1,You would be able to try the print.,incorrect
II_24b,II.24b.599.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.599.1,We cannot tell if they have the same fingerprint we cannot tell if 2 have the same fingerprint.,incorrect
II_24b,II.24b.603.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.603.1,You could scan both pieces of paper and look at the ridges and grooves in the prints.,correct
II_24b,II.24b.613.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.613.1,I would look at them to tell.,incorrect
II_24b,II.24b.615.1,Design a way to use carbon printing to find out if 2 Labrador retrievers have the same paw patterns. How will you know if the 2 dogs have paw patterns that are the same?,II.24b.615.1,To put the tape on it and look to see if it is the same type.,correct
ME_28b,ME.28b.xx-1.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-1.1,Because they are repelling each other always.,incorrect
ME_28b,ME.28b.xx-10.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-10.1,The magnets are not touching because they cannot attract to each other if they are north to north or south to south.,correct
ME_28b,ME.28b.xx-11.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-11.1,The magnets will maybe not stick because the force of the magnets will maybe the pencil is long and the magnets cannot feel the other magnets.,incorrect
ME_28b,ME.28b.xx-12.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-12.1,They are repelling.,incorrect
ME_28b,ME.28b.xx-13.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-13.1,The magnets are on the side when they repel each other.,incorrect
ME_28b,ME.28b.xx-14.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-14.1,They are on the same side.,incorrect
ME_28b,ME.28b.xx-15.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-15.1,The rings do not touch each other because the magnets are facing positive to negative.,contradictory
ME_28b,ME.28b.xx-16.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-16.1,They do not touch each other because one side of the magnet has a force and the other side stick to each other because they do not have a force.,incorrect
ME_28b,ME.28b.xx-17.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-17.1,The magnets do not touch each other because either the north and north sides are facing each other or on the south and south sides are facing each other.,incorrect
ME_28b,ME.28b.xx-18.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-18.1,The rings do not touch each other because the rings are magnets so they repel because 2 south and north facing each other.,correct
ME_28b,ME.28b.xx-19.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-19.1,Because the rings are magnets and they are facing each other on the same side.,incorrect
ME_28b,ME.28b.xx-2.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-2.1,The magnets do not touch because the same poles are together so they all repel.,correct
ME_28b,ME.28b.xx-20.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-20.1,They do not touch each other because the force of magnetism is repelling them away from each other.,incorrect
ME_28b,ME.28b.xx-21.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-21.1,The magnets do not touch because if you flip the magnet to the other side it will not stick because it makes them different.,incorrect
ME_28b,ME.28b.xx-23.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-23.1,The rings are not touch each other because they are not facing the right way.,incorrect
ME_28b,ME.28b.xx-24.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-24.1,The rings are made out of metal because they are repelling.,incorrect
ME_28b,ME.28b.xx-28.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-28.1,The magnets are not touching because the magnetic force is making the magnets repel.,incorrect
ME_28b,ME.28b.xx-29.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-29.1,They are not touching each other because they are repelling.,incorrect
ME_28b,ME.28b.xx-3.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-3.1,Because they are not attracting.,incorrect
ME_28b,ME.28b.xx-30.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-30.1,The magnets are not touching because they are flipped around a certain way that they do not stick instead they repel.,incorrect
ME_28b,ME.28b.xx-31.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-31.1,They are not touching each other because either the North and North part of the magnets are touching or the south and south are touching.,contradictory
ME_28b,ME.28b.xx-32.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-32.1,They are not touching because there are a north and south on a magnet and the north is facing the other north.,correct
ME_28b,ME.28b.xx-33.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-33.1,The north pole and another north pole are touching on the magnet or the south pole and south pole which makes them repel.,contradictory
ME_28b,ME.28b.xx-34.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-34.1,Because the magnets have a north and south pole and if the north touches the north or visa-versa north the will not touch.,incorrect
ME_28b,ME.28b.xx-35.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-35.1,The rings do not touch each other because if the magnets are not the right way they will repel.,incorrect
ME_28b,ME.28b.xx-36.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-36.1,The rings do not touch because the magnets were facing the same way which makes them float.,incorrect
ME_28b,ME.28b.xx-37.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-37.1,They do not touch each other because if you put magnet the magnets like this will not attract North to North. If you put magnets like this it will attract North to South. If you put it like this it will not attract South to South.,correct
ME_28b,ME.28b.xx-4.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-4.1,The rings do not attach each other because they are flipped upside down.,incorrect
ME_28b,ME.28b.xx-5.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-5.1,The rings do not touch because the top is south pole is the one below it is the south pole. When the poles are north and south they attract.,correct
ME_28b,ME.28b.xx-6.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-6.1,The rings do not touch because the rings are just magnets and the magnets are on the repel side.,incorrect
ME_28b,ME.28b.xx-7.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-7.1,They are not touching each other because they repel.,incorrect
ME_28b,ME.28b.xx-9.1,"Look at the picture on the right. Label the poles on each magnet. (The bottom 2 magnets are stuck together, the others are not.) What is the rule that explains why you labeled the poles the way you did?",ME.28b.xx-9.1,Each magnet is pushing away from the magnet so they are attracting.,incorrect
ST_31b,ST.31b.384.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.384.1,To make sound.,correct
ST_31b,ST.31b.391.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.391.1,To make noise.,correct
ST_31b,ST.31b.394.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.394.1,Another function is to protect.,incorrect
ST_31b,ST.31b.397.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.397.1,To make sounds.,correct
ST_31b,ST.31b.399.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.399.1,To protect.,incorrect
ST_31b,ST.31b.400.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.400.1,It is to work and the abdomen?,incorrect
ST_31b,ST.31b.419.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.419.1,Their soft body.,incorrect
ST_31b,ST.31b.421.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.421.1,The jaw.,incorrect
ST_31b,ST.31b.425.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.425.1,To fly.,incorrect
ST_31b,ST.31b.427.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.427.1,Horn.,incorrect
ST_31b,ST.31b.454.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.454.1,Protection.,incorrect
ST_31b,ST.31b.458.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.458.1,To help make the strangulating sound.,correct
ST_31b,ST.31b.459.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.459.1,Protecting the thorax.,incorrect
ST_31b,ST.31b.460.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.460.1,To help strangulate.,incorrect
ST_31b,ST.31b.461.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.461.1,Making a sound.,correct
ST_31b,ST.31b.463.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.463.1,Another function is to strangulate or make noises.,correct
ST_31b,ST.31b.470.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.470.1,Strangulating.,incorrect
ST_31b,ST.31b.490.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.490.1,The hard black wing set.,incorrect
ST_31b,ST.31b.491.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.491.1,Abdomen.,incorrect
ST_31b,ST.31b.493.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.493.1,Another function of the elytra is to fly.,incorrect
ST_31b,ST.31b.527.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.527.1,To make noise with wings.,correct
ST_31b,ST.31b.530.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.530.1,Another function for elytra is abdomen.,incorrect
ST_31b,ST.31b.532.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.532.1,Thorax abdomen.,incorrect
ST_31b,ST.31b.534.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.534.1,Their wings.,incorrect
ST_31b,ST.31b.535.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.535.1,Hard skin.,incorrect
ST_31b,ST.31b.536.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.536.1,The elytra flies. It makes a sound.,correct
ST_31b,ST.31b.560.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.560.1,When the Bess beetles are crawling in the wood they need something hard to protect itself.,incorrect
ST_31b,ST.31b.568.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.568.1,Another function is the horn.,incorrect
ST_31b,ST.31b.570.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.570.1,It scares other animals away.,incorrect
ST_31b,ST.31b.576.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.576.1,To fly.,incorrect
ST_31b,ST.31b.593.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.593.1,For protecting inner parts while going through small areas.,incorrect
ST_31b,ST.31b.605.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.605.1,To protect itself.,incorrect
ST_31b,ST.31b.606.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.606.1,Another function is to protect the abdomen.,incorrect
ST_31b,ST.31b.607.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.607.1,The elytra also protects the Bess beetle if it falls on its back.,incorrect
ST_31b,ST.31b.632.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.632.1,It covers the wings.,incorrect
ST_31b,ST.31b.635.1,"One function of the bess beetle's elytra (the hard, black wing set) is protection. What is another function of the elytra?",ST.31b.635.1,"The elytra makes sounds. Example danger, Example did you have a good day.",correct
FN_17c,FN.17c.103.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.103.1,Not much sugar is in the thing she is testing.,incorrect
FN_17c,FN.17c.113.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.113.1,The results tell her that acid is present.,incorrect
FN_17c,FN.17c.138.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.138.1,If it has a lot of sugar a little bit of sugar or no sugar at all.,incorrect
FN_17c,FN.17c.141.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.141.1,If the tube shoots up then the substance has acid in it.,correct
FN_17c,FN.17c.154.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.154.1,The test results will tell her that the one with sugar has acid. Because it bubbles up.,correct
FN_17c,FN.17c.157.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.157.1,That it either has sugar or it does not have sugar.,incorrect
FN_17c,FN.17c.207.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.207.1,The test results tell her how much gas is in the food.,incorrect
FN_17c,FN.17c.226.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.226.1,"If the vinegar made the baking soda react it would shoot carbon dioxide into the pusher, then she needs to write down how many milliliters of carbon dioxide there is.",incorrect
FN_17c,FN.17c.232.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.232.1,Her test results would tell her what had more sugar in it.,incorrect
FN_17c,FN.17c.260.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.260.1,"If the syringe went up at all, that means the food contains acid. We already know that the food contains sugar because it fizzed.",correct
FN_17c,FN.17c.265.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.265.1,The more carbon dioxide the more carbon dioxide it has in it.,incorrect
FN_17c,FN.17c.312.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.312.1,If it had acid and how much sugar.,incorrect
FN_17c,FN.17c.334.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.334.1,Vitamin C or acid.,incorrect
FN_17c,FN.17c.346.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.346.1,How much acid and or sugar there is.,incorrect
FN_17c,FN.17c.355.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.355.1,"If the syringe goes way up it has a lot of acid, if not has a little or none.",correct
FN_17c,FN.17c.360.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.360.1,The results would tell her how much acid was in the substance.,incorrect
FN_17c,FN.17c.366.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.366.1,It will tell her if there is a lot or not a lot of sugar in the food.,incorrect
FN_17c,FN.17c.367.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.367.1,The amount of acid in the food.,incorrect
FN_17c,FN.17c.368.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.368.1,If the food contains acid and how much.,incorrect
FN_17c,FN.17c.395.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.395.1,That whatever she test has more acid or sugar.,incorrect
FN_17c,FN.17c.419.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.419.1,I was not here when we did it.,incorrect
FN_17c,FN.17c.423.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.423.1,The results will tell her the amount of acid and sugar.,incorrect
FN_17c,FN.17c.433.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.433.1,The end or final will go white after it.,incorrect
FN_17c,FN.17c.441.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.441.1,How much sugar and acid there is.,incorrect
FN_17c,FN.17c.442.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.442.1,That there was sugar in the cookie.,incorrect
FN_17c,FN.17c.452.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.452.1,The results will tell her how much sugar the pizza has or acid.,incorrect
FN_17c,FN.17c.459.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.459.1,"The results would tell her how much sugar, carbon dioxide, there is in the bag.",incorrect
FN_17c,FN.17c.472.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.472.1,The results will tell her how much vitamin C it in her test.,incorrect
FN_17c,FN.17c.506.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.506.1,It would show her how to check for acid.,incorrect
FN_17c,FN.17c.515.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.515.1,Her results will tell her how much acid is in the juice. The more carbon dioxide or gas the more acid it has.,correct
FN_17c,FN.17c.524.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.524.1,The syringe will go up and will tell you how many milliliters.,incorrect
FN_17c,FN.17c.551.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.551.1,"It would tell her that how much acid is in lemon, lime, or tangerine.",incorrect
FN_17c,FN.17c.554.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.554.1,If the syringe goes up that means there is acid in the food.,correct
FN_17c,FN.17c.569.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.569.1,The test results would tell her that the food substance that fizzed and bubbled the most has the most sugar.,incorrect
FN_17c,FN.17c.579.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.579.1,It would tell her that the one which bubbled up most must have acid or sugar.,correct
FN_17c,FN.17c.605.1,"Paula wants to test a food to see if it contains acid and/or sugar. When Paula added water and yeast to a sample of the food and put the mixture in a warm water bath, the mixture began to fizz and bubble. Paula tested for the other substance. What would the test results tell her?",FN.17c.605.1,That is how much acid or sugar it has.,incorrect
II_38,II.38.101.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.101.1,"You see people upside down and kite, cart, cow, buoyant.",incorrect
II_38,II.38.113.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.113.1,A heart.,incorrect
II_38,II.38.114.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.114.1,I see a lot of things that might look like paper it hit the mirror and it soon on the mirror.,incorrect
II_38,II.38.140.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.140.1,You will see the line of symmetry.,incorrect
II_38,II.38.144.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.144.1,You would see the same part of it.,contradictory
II_38,II.38.146.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.146.1,You would see the object.,incorrect
II_38,II.38.206.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.206.1,You would see the other side but it would be in the mirror.,correct
II_38,II.38.212.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.212.1,I would see the figure then I would see the line of symmetry.,incorrect
II_38,II.38.224.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.224.1,You would see the whole shape.,correct
II_38,II.38.225.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.225.1,If you looked in a mirror you would see your image.,incorrect
II_38,II.38.347.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.347.1,I will see a bunch of lines.,incorrect
II_38,II.38.354.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.354.1,Something on the flat object.,incorrect
II_38,II.38.357.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.357.1,The complete object.,correct
II_38,II.38.358.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.358.1,You would see a flat object.,incorrect
II_38,II.38.360.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.360.1,It could be up and side.,incorrect
II_38,II.38.417.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.417.1,It make the object seem whole.,correct
II_38,II.38.425.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.425.1,You could see the roof and on top of you.,incorrect
II_38,II.38.427.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.427.1,You have to put mirrors around it.,incorrect
II_38,II.38.434.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.434.1,It will see like a pattern or you can see more and more.,incorrect
II_38,II.38.437.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.437.1,The other and the same side of the object.,correct
II_38,II.38.444.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.444.1,I would it going further and further.,incorrect
II_38,II.38.451.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.451.1,You would see another object in that object or other shapes.,incorrect
II_38,II.38.457.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.457.1,The other part of that shape of the flat figure.,correct
II_38,II.38.458.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.458.1,"The other half of the object, because the mirror would see that object and make another one.",correct
II_38,II.38.467.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.467.1,The opposite of the side you are looking at.,incorrect
II_38,II.38.470.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.470.1,You would see what it is reflecting.,incorrect
II_38,II.38.474.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.474.1,The reflection of the object.,incorrect
II_38,II.38.521.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.521.1,You would see the opposite face of the shape.,incorrect
II_38,II.38.523.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.523.1,You will see light or another one of it or reflex.,incorrect
II_38,II.38.528.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.528.1,You would see the same object.,correct
II_38,II.38.534.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.534.1,The opposite thing that was on the paper.,incorrect
II_38,II.38.535.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.535.1,The same object.,incorrect
II_38,II.38.539.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.539.1,By looking with a mirror or something else.,incorrect
II_38,II.38.540.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.540.1,I would show the same thing so it would look like one whole piece.,correct
II_38,II.38.556.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.556.1,You would see the ceiling when it is on a table.,incorrect
II_38,II.38.560.1,Describe what you would see if a mirror were placed along a line of symmetry on a flat object.,II.38.560.1,You would see the object. But the object looks like it was flipped.,incorrect
LF_6b,LF.6b.391.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.391.1,Because if you make them flatter it might take a while but if you make it steeper it might be easier.,incorrect
LF_6b,LF.6b.393.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.393.1,"If you use a bigger hole more water come out at once like a raging river, if the slope is steeper the water will push through the earth material faster.",incorrect
LF_6b,LF.6b.397.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.397.1,"Because they both are stronger, flows harder and flows faster than the rest.",incorrect
LF_6b,LF.6b.399.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.399.1,The happen when you do the experiment.,incorrect
LF_6b,LF.6b.422.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.422.1,I chose these choices because the bigger hole would work because more water would make earth material wear away faster. I think the slope flatter the water would come down really fast.,contradictory
LF_6b,LF.6b.427.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.427.1,Because there all can go steeper.,incorrect
LF_6b,LF.6b.452.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.452.1,I think these will cause more erosion because with a bigger hole more water and with the slope steeper more faster.,incorrect
LF_6b,LF.6b.456.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.456.1,Because I saw it.,incorrect
LF_6b,LF.6b.462.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.462.1,Because too much water comes and because it needs to be steeper so not much water comes.,contradictory
LF_6b,LF.6b.477.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.477.1,Because if we use a source with a bigger hole it will drop faster and makes it slope steeper.,incorrect
LF_6b,LF.6b.481.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.481.1,Because slope because make thing steeper and.,incorrect
LF_6b,LF.6b.493.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.493.1,"The water pressure will be harder, so if that happens it will create a bigger canyon and delta. Erosion.",incorrect
LF_6b,LF.6b.494.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.494.1,I chose source with a bigger hole and make the slope steeper because the hole would make the water come out more with water to make slope steeper because so the water will get more speed and to make more erosion.,correct
LF_6b,LF.6b.497.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.497.1,Because when you use a bigger whole the canyon is deeper and when you have a slope all the water forms a canyon.,incorrect
LF_6b,LF.6b.507.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.507.1,If you make a bigger hole then the water will be faster and erosion will too. And if you make the slope steeper then the erosion will become bigger and wider.,incorrect
LF_6b,LF.6b.509.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.509.1,Because we did not experiment like that and it worked it did the same thing we marked.,incorrect
LF_6b,LF.6b.510.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.510.1,I chose the ones I did because you the water to flow not slower.,incorrect
LF_6b,LF.6b.511.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.511.1,Why a bigger hole makes more erosion is because there is more water coming at once. The reason to make the slop steeper is so the water will go much faster.,incorrect
LF_6b,LF.6b.662.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.662.1,More water can cause more erosion because so much water is flowing through at a time. Also a steeper slope because the water will flow a lot faster.,correct
LF_6b,LF.6b.664.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.664.1,"Steep slopes can have landslides, faster water can gush. To be a flood plus massively erode.",incorrect
LF_6b,LF.6b.665.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.665.1,"If you use a water source with a bigger hole, more water will come out which will cause erosion. If you make the slope steeper, the water will run down faster.",incorrect
LF_6b,LF.6b.667.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.667.1,The erosion will happen faster because the flow of the water is stronger and faster so the material will be worn down more.,incorrect
LF_6b,LF.6b.673.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.673.1,I choose water source with a bigger hole because the more water the more momentum to destroy. I chose a slope because the water will travel fast.,correct
LF_6b,LF.6b.688.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.688.1,A bigger water hole would allow more water to come through faster. Making the slope steeper and water would run through faster.,incorrect
LF_6b,LF.6b.735.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.735.1,"More water will make it faster to erode, a steeper hill will make it go faster down hill.",incorrect
LF_6b,LF.6b.738.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.738.1,"Well, they change the way erosion goes faster or lower and if it slides or not.",incorrect
LF_6b,LF.6b.752.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.752.1,My house because more erosion because it is a greater mass.,incorrect
LF_6b,LF.6b.768.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.768.1,So everything would happen quicker and better.,incorrect
LF_6b,LF.6b.776.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.776.1,My choices cause more erosion because with a bigger hole more water comes out faster and when the slope is steeper the water goes down faster and very powerfully.,incorrect
LF_6b,LF.6b.779.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.779.1,My choice increases water speed and the faster something is going the more it can hold.,incorrect
LF_6b,LF.6b.814.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.814.1,Because the more water going at a faster pace because of the slopes will cause more erosion because gravity will help slope.,incorrect
LF_6b,LF.6b.826.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.826.1,If the hole is bigger that will cause a flood. More water the more velocity causing more erosion. Also if make the slope steeper that will cause the velocity to be greater causing more erosion.,correct
LF_6b,LF.6b.844.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.844.1,My choices cause more erosion because if you have a bigger hole more water can pour through and if the slope is steeper water will come down harder.,incorrect
LF_6b,LF.6b.853.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.853.1,They cause more erosion because there is more water flowing out the hole making a flood and when it is elevated it makes the water move faster moving more sediment.,correct
LF_6b,LF.6b.855.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.855.1,Making a bigger hole causes more water which makes it flow faster causing more erosion. Also having a steep slope makes water flow faster causing more erosion.,correct
LF_6b,LF.6b.856.1,Mark an X next to each of the following that can cause more erosion in a streamtable experiment. (Use a water source with a bigger hole.) Use a water source with a smaller hole.  Make the slope flatter. (Make the slope steeper.) Explain why your choices cause more erosion.,LF.6b.856.1,A bigger for the water's source and cause erosion because there is more water than usual. Then if you have a steeper slope it will cause the water to flow faster than usual.,incorrect
EM_43b,EM.43b.384.1,"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.",EM.43b.384.1,"He should put a rock and vinegar into a vial and if the rock has calcite, the water will turn murky.",incorrect
EM_43b,EM.43b.385.1,"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.",EM.43b.385.1,Cold pour in cup.,incorrect
EM_43b,EM.43b.387.1,"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.",EM.43b.387.1,"Put part of the broken rock in the cup. Then add vinegar. If it starts bubbling a lot, it has calcite.",correct
EM_43b,EM.43b.388.1,"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.",EM.43b.388.1,"He should put a mock rock in a cup of vinegar, and if there is bubbles there is calcite.",correct
EM_43b,EM.43b.391.1,"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.",EM.43b.391.1,"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.",incorrect
EM_43b,EM.43b.392.1,"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.",EM.43b.392.1,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
EM_43b,EM.43b.393.1,"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.",EM.43b.393.1,"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.",incorrect
EM_43b,EM.43b.395.1,"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.",EM.43b.395.1,First find calcite put it in a vial. Second put vinegar in and let it sit. Third pour out the vinegar.,incorrect
EM_43b,EM.43b.401.1,"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.",EM.43b.401.1,He should put the rock or mineral in a cup and pour vinegar and if it bubble then it calcite.,correct
EM_43b,EM.43b.404.1,"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.",EM.43b.404.1,Because vinegar is cold acid is very into now.,incorrect
EM_43b,EM.43b.408.1,"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.",EM.43b.408.1,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
EM_43b,EM.43b.425.1,"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.",EM.43b.425.1,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.,incorrect
EM_43b,EM.43b.430.1,"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.",EM.43b.430.1,He would observe the calcite. Look for calcite in rocks. And then when you think you found it put it in the water.,incorrect
EM_43b,EM.43b.431.1,"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.",EM.43b.431.1,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
EM_43b,EM.43b.434.1,"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.",EM.43b.434.1,Put the rocks in a vial and see if they bubble.,incorrect
EM_43b,EM.43b.439.1,"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.",EM.43b.439.1,He should put vinegar in the vial and put then rock inside and look for bubbles.,correct
EM_43b,EM.43b.444.1,"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.",EM.43b.444.1,Phil should put the rock in the tube. Then put the vinegar in the tube cover the rocks and it should bubble.,correct
EM_43b,EM.43b.487.1,"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.",EM.43b.487.1,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.,incorrect
EM_43b,EM.43b.489.1,"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.",EM.43b.489.1,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
EM_43b,EM.43b.498.1,"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.",EM.43b.498.1,"He should pour the acid on it, then if it has bubbles all over it is calcite.",correct
EM_43b,EM.43b.499.1,"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.",EM.43b.499.1,Put the cold acid and wait for it react.,incorrect
EM_43b,EM.43b.502.1,"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.",EM.43b.502.1,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.,incorrect
EM_43b,EM.43b.504.1,"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.",EM.43b.504.1,Phil should pour the cold acid on the rock and if it fizzes it has calcite in it.,correct
EM_43b,EM.43b.521.1,"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.",EM.43b.521.1,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.,incorrect
EM_43b,EM.43b.557.1,"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.",EM.43b.557.1,He would observe that there are bubbles.,incorrect
EM_43b,EM.43b.564.1,"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.",EM.43b.564.1,Put the calcite in the vinegar and you will see bubbles.,incorrect
EM_43b,EM.43b.592.1,"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.",EM.43b.592.1,"Vinegar, gas, mineral, rock.",incorrect
EM_43b,EM.43b.593.1,"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.",EM.43b.593.1,Because he should put the acid on the rock and see if it fizzes that means it is calcite.,correct
EM_43b,EM.43b.602.1,"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.",EM.43b.602.1,He can do the vinegar test the evaporation test and the hardness test.,incorrect
EM_43b,EM.43b.609.1,"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.",EM.43b.609.1,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
EM_43b,EM.43b.611.1,"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.",EM.43b.611.1,That what calcite to when it is in vinegar.,incorrect
EM_43b,EM.43b.615.1,"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.",EM.43b.615.1,Put the rock in vinegar.,incorrect
EM_43b,EM.43b.626.1,"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.",EM.43b.626.1,He would put the vinegar into a vial and put the rock in the vial and if it bubbles it is calcite.,correct
EM_43b,EM.43b.629.1,"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.",EM.43b.629.1,If it bubbles it has calcite.,incorrect
EM_43b,EM.43b.634.1,"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.",EM.43b.634.1,If you put the rock in vinegar it should fizzle if it has calcite.,correct
EM_43b,EM.43b.639.1,"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.",EM.43b.639.1,Put the rock in vinegar and see if it fills.,incorrect
SE_4a,SE.4a.107.1,What is a heat sink?,SE.4a.107.1,The cement is heat sink and the wood is heat sink.,incorrect
SE_4a,SE.4a.109.1,What is a heat sink?,SE.4a.109.1,Something that could hold energy.,incorrect
SE_4a,SE.4a.123.1,What is a heat sink?,SE.4a.123.1,A heat sink is an object that can attract heat.,correct
SE_4a,SE.4a.126.1,What is a heat sink?,SE.4a.126.1,Heat sink is anything that gets or contains heat.,correct
SE_4a,SE.4a.144.1,What is a heat sink?,SE.4a.144.1,It is when the sun absorbs the water from the sand.,contradictory
SE_4a,SE.4a.159.1,What is a heat sink?,SE.4a.159.1,A heat sink is something that traps heat in. Like water it heats up and traps the heat to make boiling water.,correct
SE_4a,SE.4a.174.1,What is a heat sink?,SE.4a.174.1,A heat sink is a temperature the water heats up very slowly.,contradictory
SE_4a,SE.4a.175.1,What is a heat sink?,SE.4a.175.1,A heat sink heats up slowly and cools down slowly.,incorrect
SE_4a,SE.4a.182.1,What is a heat sink?,SE.4a.182.1,A heat sink is a material that can hold a lot of heats. Heat sink heats up materials.,correct
SE_4a,SE.4a.184.1,What is a heat sink?,SE.4a.184.1,A heat sink is water that heats up more slowly and cools down more slowly than earth dry materials.,contradictory
SE_4a,SE.4a.190.1,What is a heat sink?,SE.4a.190.1,When the temperature in the thermometer goes down or decreases.,contradictory
SE_4a,SE.4a.191.1,What is a heat sink?,SE.4a.191.1,Something that absorbs heat and loses heat slow like water.,correct
SE_4a,SE.4a.261.1,What is a heat sink?,SE.4a.261.1,It is something like dry soil.,incorrect
SE_4a,SE.4a.311.1,What is a heat sink?,SE.4a.311.1,It is an earth material that takes energy and releases it slowly.,contradictory
SE_4a,SE.4a.314.1,What is a heat sink?,SE.4a.314.1,It is an earth material that absorbs energy slowly and releases it slowly.,contradictory
SE_4a,SE.4a.316.1,What is a heat sink?,SE.4a.316.1,A heat sink is an earth material that absorbs energy slowly and releases it slowly.,contradictory
SE_4a,SE.4a.382.1,What is a heat sink?,SE.4a.382.1,It is a material that decreases heat such as water.,correct
SE_4a,SE.4a.384.1,What is a heat sink?,SE.4a.384.1,When the temperature drops.,incorrect
SE_4a,SE.4a.396.1,What is a heat sink?,SE.4a.396.1,When the heat starts to go down.,incorrect
SE_4a,SE.4a.405.1,What is a heat sink?,SE.4a.405.1,It is a material that may lower heat.,incorrect
SE_4a,SE.4a.408.1,What is a heat sink?,SE.4a.408.1,When the temperature drops.,contradictory
SE_4a,SE.4a.409.1,What is a heat sink?,SE.4a.409.1,A heat sink is something that absorbs sunlight quickly. Water is the best heat sink.,correct
SE_4a,SE.4a.429.1,What is a heat sink?,SE.4a.429.1,Heat sink is when the temperature drops.,contradictory
SE_4a,SE.4a.441.1,What is a heat sink?,SE.4a.441.1,A heat sink is when a temperature goes up just a little or down a little.,incorrect
SE_4a,SE.4a.443.1,What is a heat sink?,SE.4a.443.1,A heat sink is material that takes in more heat.,correct
SE_4a,SE.4a.487.1,What is a heat sink?,SE.4a.487.1,Something that can absorb heat.,correct
SE_4a,SE.4a.493.1,What is a heat sink?,SE.4a.493.1,A substance that can take in and give off heat.,correct
SE_4a,SE.4a.513.1,What is a heat sink?,SE.4a.513.1,A heat sink is something that absorbs heat and gives it off slowly.,correct
SE_4a,SE.4a.529.1,What is a heat sink?,SE.4a.529.1,A heat sink is a material that heats up slowly and cools down slowly.,correct
SE_4a,SE.4a.531.1,What is a heat sink?,SE.4a.531.1,A heat sink is when a material heats up slowly but stays warmer longer when cooling off.,correct
SE_4a,SE.4a.545.1,What is a heat sink?,SE.4a.545.1,A heat sink is a heat that is wet.,contradictory
SE_4a,SE.4a.564.1,What is a heat sink?,SE.4a.564.1,A material that slows down another.,incorrect
SE_4a,SE.4a.598.1,What is a heat sink?,SE.4a.598.1,A heat sink is something takes long to cool down and get hot.,correct
SE_4a,SE.4a.602.1,What is a heat sink?,SE.4a.602.1,A heat sink is something that takes water to absorb.,incorrect
SE_4a,SE.4a.605.1,What is a heat sink?,SE.4a.605.1,A heat sink is not a thing like water.,incorrect
SE_4a,SE.4a.620.1,What is a heat sink?,SE.4a.620.1,A heat sink is water because it absorb the slowly and it lets go slowly.,contradictory
PS_46b,PS.46b.101.1,Why was the siren's sound designed to have this property?,PS.46b.101.1,Because so it can tell people to get out of the way in case of a fire.,correct
PS_46b,PS.46b.107.1,Why was the siren's sound designed to have this property?,PS.46b.107.1,Because for the sound.,incorrect
PS_46b,PS.46b.114.1,Why was the siren's sound designed to have this property?,PS.46b.114.1,Because when a house is on fire the fire people turn on their sirens.,incorrect
PS_46b,PS.46b.118.1,Why was the siren's sound designed to have this property?,PS.46b.118.1,Would by a sound. Because it was high and low enough for someone to hear.,correct
PS_46b,PS.46b.145.1,Why was the siren's sound designed to have this property?,PS.46b.145.1,So people can hear.,correct
PS_46b,PS.46b.154.1,Why was the siren's sound designed to have this property?,PS.46b.154.1,Because if someone called 911 they could hear that they are coming.,correct
PS_46b,PS.46b.171.1,Why was the siren's sound designed to have this property?,PS.46b.171.1,So when people in cars are driving it tells them to get out of the way.,correct
PS_46b,PS.46b.181.1,Why was the siren's sound designed to have this property?,PS.46b.181.1,So everyone can hear it.,correct
PS_46b,PS.46b.184.1,Why was the siren's sound designed to have this property?,PS.46b.184.1,Because the fire alarm would when a house is on fire.,incorrect
PS_46b,PS.46b.212.1,Why was the siren's sound designed to have this property?,PS.46b.212.1,So people would move if it was an emergency.,correct
PS_46b,PS.46b.222.1,Why was the siren's sound designed to have this property?,PS.46b.222.1,So if people heard this high pitch they would know to move or get out of the way.,correct
PS_46b,PS.46b.225.1,Why was the siren's sound designed to have this property?,PS.46b.225.1,So people would know to get out of the way.,correct
PS_46b,PS.46b.253.1,Why was the siren's sound designed to have this property?,PS.46b.253.1,Because it is a big pitch.,incorrect
PS_46b,PS.46b.255.1,Why was the siren's sound designed to have this property?,PS.46b.255.1,So people know there is an emergency.,correct
PS_46b,PS.46b.263.1,Why was the siren's sound designed to have this property?,PS.46b.263.1,Because high pitch is louder. So everyone can hear it because there is a fire.,correct
PS_46b,PS.46b.319.1,Why was the siren's sound designed to have this property?,PS.46b.319.1,It gets cars out of the way. So they can get to the fire faster.,correct
PS_46b,PS.46b.323.1,Why was the siren's sound designed to have this property?,PS.46b.323.1,I think siren.,incorrect
PS_46b,PS.46b.391.1,Why was the siren's sound designed to have this property?,PS.46b.391.1,So people know to move.,correct
PS_46b,PS.46b.396.1,Why was the siren's sound designed to have this property?,PS.46b.396.1,To get people out of the way.,correct
PS_46b,PS.46b.452.1,Why was the siren's sound designed to have this property?,PS.46b.452.1,To get people's attention.,correct
PS_46b,PS.46b.455.1,Why was the siren's sound designed to have this property?,PS.46b.455.1,To warn people.,correct
PS_46b,PS.46b.459.1,Why was the siren's sound designed to have this property?,PS.46b.459.1,So people can hear it and pull over.,correct
PS_46b,PS.46b.466.1,Why was the siren's sound designed to have this property?,PS.46b.466.1,To let the people know there are trouble so they need to hurry in the traffic.,correct
PS_46b,PS.46b.494.1,Why was the siren's sound designed to have this property?,PS.46b.494.1,So people could know to get out of the way.,correct
PS_46b,PS.46b.497.1,Why was the siren's sound designed to have this property?,PS.46b.497.1,If something Bad happening to somebody.,incorrect
PS_46b,PS.46b.508.1,Why was the siren's sound designed to have this property?,PS.46b.508.1,For the fire drill.,incorrect
PS_46b,PS.46b.523.1,Why was the siren's sound designed to have this property?,PS.46b.523.1,Because the car needs to get to someplace very quick.,correct
PS_46b,PS.46b.532.1,Why was the siren's sound designed to have this property?,PS.46b.532.1,They have that so people can get out of the way.,correct
PS_46b,PS.46b.539.1,Why was the siren's sound designed to have this property?,PS.46b.539.1,So people can hear it and get out of the way. To make people get out of the way.,correct
PS_46b,PS.46b.596.1,Why was the siren's sound designed to have this property?,PS.46b.596.1,To let the people and people in trouble to know.,correct
PS_46b,PS.46b.602.1,Why was the siren's sound designed to have this property?,PS.46b.602.1,I think a loud volume so that people hear it not to but the siren does not sound so loud.,correct
PS_46b,PS.46b.610.1,Why was the siren's sound designed to have this property?,PS.46b.610.1,To tell people to move.,correct
PS_46b,PS.46b.629.1,Why was the siren's sound designed to have this property?,PS.46b.629.1,It had a high pitch to warn people.,correct
PS_46b,PS.46b.641.1,Why was the siren's sound designed to have this property?,PS.46b.641.1,Because he does not want noise.,incorrect
PS_46b,PS.46b.644.1,Why was the siren's sound designed to have this property?,PS.46b.644.1,So people know to get out of the way.,correct
EM_45b,EM.45b.110.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.110.1,By letting it sit in a dish for a day.,incorrect
EM_45b,EM.45b.113.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.113.1,Let the water evaporate and the salt is left behind.,correct
EM_45b,EM.45b.114.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.114.1,The water evaporated and left salt crystals.,correct
EM_45b,EM.45b.261.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.261.1,I saw a pinkish grayish color that was blocking the water.,incorrect
EM_45b,EM.45b.383.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.383.1,You have to slowly tip the vial for only the water to go.,incorrect
EM_45b,EM.45b.384.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.384.1,"By pouring the water and salt into the thing, and letting the water evaporate.",correct
EM_45b,EM.45b.385.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.385.1,By slowly pouring it in a tray.,incorrect
EM_45b,EM.45b.395.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.395.1,The water evaporated so there was only salt left.,correct
EM_45b,EM.45b.402.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.402.1,We put the water with the salt in it and put it outside for the water to evaporate.,correct
EM_45b,EM.45b.416.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.416.1,I separated the salt from the water because the salt are on the rocks that are on the bottom and the water is on the top.,incorrect
EM_45b,EM.45b.418.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.418.1,Because you can see salt in water.,incorrect
EM_45b,EM.45b.420.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.420.1,I let the water evaporate.,correct
EM_45b,EM.45b.421.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.421.1,The water dried up and left the salt.,correct
EM_45b,EM.45b.431.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.431.1,We let the water evaporate.,correct
EM_45b,EM.45b.435.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.435.1,The water dried up.,correct
EM_45b,EM.45b.438.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.438.1,You just get water and the smashed mock rock and put the smashed rock and water together.,incorrect
EM_45b,EM.45b.444.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.444.1,"You put the water, a little bit, in a cup and leave it overnight.",incorrect
EM_45b,EM.45b.454.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.454.1,We evaporated the salt from the water because the water evaporated and separated.,correct
EM_45b,EM.45b.460.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.460.1,We put the water and salt in the Petri dish. The water evaporated and the salt became crystals.,correct
EM_45b,EM.45b.472.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.472.1,We poured the salt into a Petri dish and poured the water out.,incorrect
EM_45b,EM.45b.474.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.474.1,By the Petri dish.,incorrect
EM_45b,EM.45b.476.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.476.1,By putting water in a Petri dish and letting the water evaporate.,correct
EM_45b,EM.45b.477.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.477.1,Poured the top of the vial out.,incorrect
EM_45b,EM.45b.491.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.491.1,The salt dissolved and the water evaporated and the salt went to the bottom.,correct
EM_45b,EM.45b.497.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.497.1,We put it in a evaporation dish and the water evaporated.,correct
EM_45b,EM.45b.502.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.502.1,I put it on the evaporating dish.,correct
EM_45b,EM.45b.531.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.531.1,By pouring the water into the salt.,incorrect
EM_45b,EM.45b.562.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.562.1,We poured the water out of the bottle.,incorrect
EM_45b,EM.45b.574.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.574.1,Letting the water evaporate.,correct
EM_45b,EM.45b.576.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.576.1,Put it on a dish and then the water gets in the air and the salt stays.,correct
EM_45b,EM.45b.578.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.578.1,I do not know.,incorrect
EM_45b,EM.45b.591.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.591.1,The salt separated with the water because the salt was heavier but the water was not even heavy.,incorrect
EM_45b,EM.45b.599.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.599.1,We put the water in a clear cup and let it sit and the water evaporated and the salt stayed.,correct
EM_45b,EM.45b.605.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.605.1,I put some water in a dish and let the water evaporate so the salt would stay.,correct
EM_45b,EM.45b.626.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.626.1,Evaporate.,incorrect
EM_45b,EM.45b.645.1,You used several methods to separate and identify the substances in mock rocks. How did you separate the salt from the water?,EM.45b.645.1,The crystals were salt.,incorrect
LF_34b,LF.34b.103.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.103.1,The river dries as it gets to the mountains.,incorrect
LF_34b,LF.34b.108.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.108.1,It flows that way because you cannot make a river flow uphill.,incorrect
LF_34b,LF.34b.109.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.109.1,Because it starts between a valley and mountains and goes the opposite direction.,incorrect
LF_34b,LF.34b.137.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.137.1,Because it flows down from the mountains.,incorrect
LF_34b,LF.34b.177.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.177.1,I think the water flows that way because it is going from happy valley to the river.,contradictory
LF_34b,LF.34b.212.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.212.1,Why is that the water flows down away from the mountain.,correct
LF_34b,LF.34b.213.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.213.1,Because it is big at beginning then slowly gets smaller and branches out.,incorrect
LF_34b,LF.34b.216.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.216.1,Because it goes happy valley then the river.,incorrect
LF_34b,LF.34b.223.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.223.1,Because it does not go into the mountain.,contradictory
LF_34b,LF.34b.225.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.225.1,The river flows from biggest to smallest. That is why.,incorrect
LF_34b,LF.34b.253.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.253.1,Because rivers sometimes end in valleys.,incorrect
LF_34b,LF.34b.262.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.262.1,The delta.,incorrect
LF_34b,LF.34b.357.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.357.1,Because the water flow to the basin which is the rose mountains.,contradictory
LF_34b,LF.34b.667.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.667.1,It flows in that direction because the water is going high land to low land.,correct
LF_34b,LF.34b.668.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.668.1,"Maybe because the mountains are that way, or there are cracks and the water goes through.",incorrect
LF_34b,LF.34b.670.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.670.1,Because the mountain is the highest peak and water flows downhill.,correct
LF_34b,LF.34b.673.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.673.1,I think that because the water flows down from the mountain first.,correct
LF_34b,LF.34b.684.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.684.1,Because there are little slots that take them that way.,incorrect
LF_34b,LF.34b.707.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.707.1,I think it flows that way because rivers usually flow from valleys into mountains.,contradictory
LF_34b,LF.34b.734.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.734.1,I think the water flows in that direction because the river is still trying to find the easiest route.,incorrect
LF_34b,LF.34b.753.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.753.1,Because the earth's gravitational pull.,incorrect
LF_34b,LF.34b.768.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.768.1,Because the river leads to an open delta.,incorrect
LF_34b,LF.34b.769.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.769.1,It flows in that direction because the mountain usually carries the water down the side of the mountain.,incorrect
LF_34b,LF.34b.776.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.776.1,I think the water flows in that direction because water cannot flow uphill.,incorrect
LF_34b,LF.34b.779.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.779.1,Rivers usually flow through valley. It grow weaker at the mountain because it cannot go uphill.,contradictory
LF_34b,LF.34b.787.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.787.1,There are other little streams at that end that was formed by water.,incorrect
LF_34b,LF.34b.788.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.788.1,Rivers cannot flow up mountain and valleys cannot be on mountain so it is flowing towards happy valley.,correct
LF_34b,LF.34b.802.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.802.1,"I think that way, because the water will flow down the mountain, not up it.",incorrect
LF_34b,LF.34b.807.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.807.1,All the streams flow together forming one bigger river.,incorrect
LF_34b,LF.34b.810.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.810.1,I think this because the stream is getting wider as it goes on.,incorrect
LF_34b,LF.34b.811.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.811.1,Because that is downhill.,incorrect
LF_34b,LF.34b.817.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.817.1,I think it flows there because the river eroded the valley and the water would be flowing down the valley.,incorrect
LF_34b,LF.34b.819.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.819.1,The river gets the water from the mountain and takes it to happy valley.,incorrect
LF_34b,LF.34b.827.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.827.1,I think the water flows in the direction because that is where the crack is.,incorrect
LF_34b,LF.34b.840.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.840.1,I think flows in that direction because it starts small and it gets bigger.,incorrect
LF_34b,LF.34b.844.1,Draw an arrow to show which direction the water flows in the river. (Rose Mountain is on the left and Happy Valley is on the right in the drawing.) Why do you think the water flows in that direction?,LF.34b.844.1,I think the water flows in that direction because water cannot flow up a mountain.,incorrect
MX_1,MX.1.384.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.384.1,Because the salt was too small so small that you cannot see it.,correct
MX_1,MX.1.426.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.426.1,Because sand is much softer and the salt.,incorrect
MX_1,MX.1.428.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.428.1,Because the salt dissolved into the water and the sand did not.,incorrect
MX_1,MX.1.430.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.430.1,Because salt and water are a solution but sand and water is just a mixture.,incorrect
MX_1,MX.1.431.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.431.1,The sand got caught because it had rocks in it.,incorrect
MX_1,MX.1.457.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.457.1,The salt went through because when the salt and water mixed the salt dissolved a little.,incorrect
MX_1,MX.1.464.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.464.1,The particle size of the sand was too big to fit through the holes of the filter. While the salt particle size was too small to get caught.,correct
MX_1,MX.1.470.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.470.1,The salt did not get caught because it dissolved in the water.,incorrect
MX_1,MX.1.472.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.472.1,The salt went through the filter because it dissolved and the sand did not.,incorrect
MX_1,MX.1.486.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.486.1,Because he put water in it so the salt dissolved with the water and ran right through.,incorrect
MX_1,MX.1.488.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.488.1,Because salt is so small it slid through the large coffee filter. Sand is larger so it stuck to the filter.,correct
MX_1,MX.1.494.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.494.1,The salt turns to liquid like an ice cube and then to water sand does not.,incorrect
MX_1,MX.1.495.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.495.1,The sand was too big to fit through the tiny holes in the filter. The salt dissolved into the water and was way too small to get caught in the filter. It just went through.,incorrect
MX_1,MX.1.498.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.498.1,The salt went through the filter because the salt mix with water to make saltwater. Sand the sand got caught because it is just like the powder it sticks to the sides.,incorrect
MX_1,MX.1.500.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.500.1,The salt is smaller and is harder.,correct
MX_1,MX.1.528.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.528.1,The salt had gone away or dissolved.,incorrect
MX_1,MX.1.533.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.533.1,Because the sand is bigger than the salt.,correct
MX_1,MX.1.539.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.539.1,The grains of salt must be smaller than the grains of sand.,correct
MX_1,MX.1.562.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.562.1,The salt got dissolved in the water.,incorrect
MX_1,MX.1.564.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.564.1,Because the sand is thicker than the water. Water is smooth.,incorrect
MX_1,MX.1.565.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.565.1,Because the filter has smaller holes so whatever big particle will be separated.,correct
MX_1,MX.1.567.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.567.1,Maybe because in the little dish there is little holes and it will not go through it.,correct
MX_1,MX.1.569.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.569.1,The salt was small enough to go through the holes while the sand was too big to go through.,correct
MX_1,MX.1.599.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.599.1,The sand cannot go through because the water would not let the sand dissolve.,incorrect
MX_1,MX.1.601.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.601.1,It stayed there because of its size.,incorrect
MX_1,MX.1.604.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.604.1,Because the salt evaporated so it could go through and still have salt in it. While sand did not so it could not go through.,correct
MX_1,MX.1.606.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.606.1,Because salt can dissolve but sand is tiny parts of the ground.,incorrect
MX_1,MX.1.607.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.607.1,Because the salt dissolved in the water and the sand did not.,incorrect
MX_1,MX.1.613.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.613.1,Because the salt is evaporated already and the sand cannot because it is hard and it is gravel.,incorrect
MX_1,MX.1.633.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.633.1,The salt became a part of the water so it dissolve in the water so the salt went with the water. But the sand did not dissolve in the water because it was so bulky.,incorrect
MX_1,MX.1.642.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.642.1,The salt dissolved and became smaller. The sand became mud and got caught together and stayed on top.,incorrect
MX_1,MX.1.649.1,"Gerry used a paper filter to separate a mixture of sand, salt, and water. Think about particle size and answer this question: Why did the salt go through the filter while the sand got caught?",MX.1.649.1,They have a sticky stuff that did not work.,incorrect
EM_27b,EM.27b.386.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.386.1,You would see if it bubbles.,incorrect
EM_27b,EM.27b.391.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.391.1,Bubbles coming out of the rock and murky water.,incorrect
EM_27b,EM.27b.393.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.393.1,"The vinegar would get all full with bubbles, and murky.",incorrect
EM_27b,EM.27b.403.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.403.1,I would observe broken calcite that looks like wet baby powder.,incorrect
EM_27b,EM.27b.404.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.404.1,Well a mineral is in a can of rock there is.,incorrect
EM_27b,EM.27b.409.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.409.1,It would be mostly about minerals.,incorrect
EM_27b,EM.27b.416.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.416.1,I would see if the rocks bubble.,incorrect
EM_27b,EM.27b.433.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.433.1,"I would observe many bubbles staying on the calcite, and some floating to the top.",incorrect
EM_27b,EM.27b.436.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.436.1,You would see bubbles.,incorrect
EM_27b,EM.27b.438.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.438.1,You would look for bubbling.,incorrect
EM_27b,EM.27b.441.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.441.1,I would look for bubbles if the it has bubble it has calcite.,incorrect
EM_27b,EM.27b.454.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.454.1,If the rock fizzes it contains calcite because calcite fizzes when put with cold acid.,correct
EM_27b,EM.27b.459.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.459.1,You would see the mineral fizzing.,correct
EM_27b,EM.27b.467.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.467.1,I would notice that it should be bubbling.,incorrect
EM_27b,EM.27b.487.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.487.1,The rock would be covered by bubbles and fizz.,correct
EM_27b,EM.27b.489.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.489.1,You will see bubbles coming up and you will see them going fast.,incorrect
EM_27b,EM.27b.494.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.494.1,You would see bubbles fizzing to the top.,correct
EM_27b,EM.27b.501.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.501.1,You would see bubbles floating up or down.,incorrect
EM_27b,EM.27b.505.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.505.1,The rock would covered by bubbles and fizz.,correct
EM_27b,EM.27b.508.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.508.1,Some parts will fizz and bubble with rise to the top.,correct
EM_27b,EM.27b.509.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.509.1,You would see bubbles rising from the calcite.,incorrect
EM_27b,EM.27b.525.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.525.1,It would fizz and get small.,correct
EM_27b,EM.27b.530.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.530.1,It would have little tiny crystals that are white.,incorrect
EM_27b,EM.27b.533.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.533.1,If I in a test on as rock with acid I will put acid on the rock and let it settle overnight.,incorrect
EM_27b,EM.27b.537.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.537.1,By it fizzing and it might take the rock apart.,correct
EM_27b,EM.27b.541.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.541.1,"Bubbly, shiny and kind of see through.",incorrect
EM_27b,EM.27b.559.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.559.1,Because the one thing that you put vinegar has or has not calcite.,incorrect
EM_27b,EM.27b.563.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.563.1,For bubbles.,incorrect
EM_27b,EM.27b.564.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.564.1,Calcite reacts with vinegar.,incorrect
EM_27b,EM.27b.569.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.569.1,Water breaks rock to little pieces.,incorrect
EM_27b,EM.27b.574.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.574.1,It will bubble.,incorrect
EM_27b,EM.27b.606.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.606.1,I would describe what the rocks color is and what the mass if it is a mineral or not.,incorrect
EM_27b,EM.27b.609.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.609.1,The rock would fizz. If it fizzed then there is calcite in it.,correct
EM_27b,EM.27b.610.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.610.1,It will be separated in groups.,incorrect
EM_27b,EM.27b.614.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.614.1,You would observe fizz in the rock that contains calcite.,correct
EM_27b,EM.27b.632.1,You can tell if a rock contains calcite by putting it into a cold acid (like vinegar). Describe what you would observe if you did the acid test on a rock that contains this substance.,EM.27b.632.1,It sizzles. If it first sizzles it contains calcite.,correct
PS_26p,PS.26p.101.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.101.1,"Yes, Because if things do not move it will not make a sound. Like if you are talking your voice box has to move.",incorrect
PS_26p,PS.26p.104.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.104.1,No because it is not true you do not have to move a bottle to make a sound.,contradictory
PS_26p,PS.26p.107.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.107.1,No Because it can travel from air.,contradictory
PS_26p,PS.26p.138.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.138.1,Yes. Because it has vibrations to cause.,correct
PS_26p,PS.26p.142.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.142.1,"Yes I agree with her, because when it moves it makes vibrations and that is what helps to make sound and when it is not moving it is not making sound.",correct
PS_26p,PS.26p.160.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.160.1,Yes I agree with Kate because it has to vibrate.,correct
PS_26p,PS.26p.171.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.171.1,Yes because it needs to vibration.,correct
PS_26p,PS.26p.179.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.179.1,Yes I do agree with Kate. Example: when the wind blows really hard it makes a sound.,incorrect
PS_26p,PS.26p.183.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.183.1,I do because sounds can not be made without vibrations.,correct
PS_26p,PS.26p.192.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.192.1,I do not agree because object does not have to move all the time.,contradictory
PS_26p,PS.26p.212.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.212.1,I do agree it has to vibrate to make sound and vibrating is considered moving.,correct
PS_26p,PS.26p.221.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.221.1,Yes because vibration is a type of movement and sound is made by vibration.,correct
PS_26p,PS.26p.228.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.228.1,Yes because it has to move to make vibrations which make sound.,correct
PS_26p,PS.26p.252.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.252.1,Yes because it has to vibrate to make sounds.,correct
PS_26p,PS.26p.255.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.255.1,Yes. Because vibration is movement and to create vibration the object has to move to create sound.,correct
PS_26p,PS.26p.313.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.313.1,No because if you jump on a sofa the string will move and make noise.,contradictory
PS_26p,PS.26p.323.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.323.1,Yes because vibrations has to move.,correct
PS_26p,PS.26p.332.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.332.1,No because desks do not move.,contradictory
PS_26p,PS.26p.384.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.384.1,Yes because how can it make a sound if it does not vibrate.,correct
PS_26p,PS.26p.391.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.391.1,I agree with her because when an object moves it causes vibration and vibration causes sound.,correct
PS_26p,PS.26p.400.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.400.1,I agree with her because the object has to vibrate.,correct
PS_26p,PS.26p.461.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.461.1,I agree with her because vibrations make sounds and vibration moves.,correct
PS_26p,PS.26p.468.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.468.1,"I agree with her because when you talk, your vocal cords moves and when you hear a sound, the things that made that sound must move and vibrate.",correct
PS_26p,PS.26p.488.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.488.1,Yes because it need to vibrate.,correct
PS_26p,PS.26p.499.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.499.1,Yes. When you move something it causes vibrations. And the vibrations cause sound waves.,correct
PS_26p,PS.26p.504.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.504.1,"Yes, because sound has to vibrate it.",contradictory
PS_26p,PS.26p.510.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.510.1,YES. I think yes because it changes the sound.,incorrect
PS_26p,PS.26p.528.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.528.1,"I agree with Kate because vibration creates sound, without vibration there would be no sound.",correct
PS_26p,PS.26p.533.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.533.1,"Yes, I agree with her. In order to make sound, it needs to move.",incorrect
PS_26p,PS.26p.557.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.557.1,I agree because if you move paper it produces a sound.,incorrect
PS_26p,PS.26p.563.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.563.1,I agree because it has to vibrate.,correct
PS_26p,PS.26p.571.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.571.1,Yes because if you do not move it will not make sound.,incorrect
PS_26p,PS.26p.599.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.599.1,I do agree with her because if a sound is made it vibrates and vibration is back and forth movement and without vibration you can not make a sound.,correct
PS_26p,PS.26p.610.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.610.1,Yes I do agree. Because an object has to move to make vibration which makes sound.,correct
PS_26p,PS.26p.626.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.626.1,I agree with her. Because if an object makes a sound it has to vibrate.,correct
PS_26p,PS.26p.641.1,"Kate said: ""An object has to move to produce sound."" Do you agree with her? Why or why not?",PS.26p.641.1,I do agree with her because a object has to move to make a sound.,incorrect
II_13b,II.13b.400.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.400.1,One has it one way and the other one the different way.,incorrect
II_13b,II.13b.406.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.406.1,One facing the other way.,incorrect
II_13b,II.13b.420.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.420.1,They are different thumbs of people.,incorrect
II_13b,II.13b.428.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.428.1,Is not the same.,incorrect
II_13b,II.13b.431.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.431.1,The 2 loops is pointing in different directions.,incorrect
II_13b,II.13b.432.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.432.1,They are facing different ways.,incorrect
II_13b,II.13b.442.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.442.1,"Some are loop, arch, whorled.",incorrect
II_13b,II.13b.451.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.451.1,One is going left the other is going right.,incorrect
II_13b,II.13b.460.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.460.1,"One loop is on the left, the other loop is on the right.",correct
II_13b,II.13b.464.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.464.1,The loops go in different directions.,correct
II_13b,II.13b.465.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.465.1,One loop is coming from the left and the other one the right.,correct
II_13b,II.13b.470.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.470.1,They have different shapes.,incorrect
II_13b,II.13b.474.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.474.1,One is left the other is right.,correct
II_13b,II.13b.482.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.482.1,They are facing different directions.,incorrect
II_13b,II.13b.486.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.486.1,The loops are going different ways.,incorrect
II_13b,II.13b.495.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.495.1,They are both facing a different direction.,incorrect
II_13b,II.13b.501.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.501.1,They are going different directions.,correct
II_13b,II.13b.507.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.507.1,One loop goes left and the other goes right.,incorrect
II_13b,II.13b.522.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.522.1,One is going left and the same.,incorrect
II_13b,II.13b.532.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.532.1,Because they are the same and they are loop.,incorrect
II_13b,II.13b.534.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.534.1,The first finger look thinner than the 2 one.,incorrect
II_13b,II.13b.535.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.535.1,They are not in the same place.,incorrect
II_13b,II.13b.540.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.540.1,A has its loop on the left and right.,correct
II_13b,II.13b.541.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.541.1,Answer and questions.,incorrect
II_13b,II.13b.576.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.576.1,Loop are facing different direction.,incorrect
II_13b,II.13b.579.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.579.1,They go different direction.,correct
II_13b,II.13b.581.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.581.1,They one are in different directions.,incorrect
II_13b,II.13b.593.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.593.1,The loops are coming from different sides.,correct
II_13b,II.13b.594.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.594.1,They are facing different ways.,incorrect
II_13b,II.13b.597.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.597.1,One of them is darker than the other.,incorrect
II_13b,II.13b.604.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.604.1,One has more ridges.,incorrect
II_13b,II.13b.605.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.605.1,They are facing different ways.,correct
II_13b,II.13b.606.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.606.1,They are flipped around.,incorrect
II_13b,II.13b.613.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.613.1,On the first one the middle is light and the second one is dark in the middle.,incorrect
II_13b,II.13b.616.1,"Look at the finger patterns below, then answer the questions. What is different about the finger patterns?",II.13b.616.1,The first one a man print and the second kid.,incorrect
MS_39,MS.39.105.1,Why is it important to use a standard unit when making a measurement?,MS.39.105.1,You might get more medicine than you needed.,correct
MS_39,MS.39.107.1,Why is it important to use a standard unit when making a measurement?,MS.39.107.1,Because then the tallies that you use will not make sense.,correct
MS_39,MS.39.110.1,Why is it important to use a standard unit when making a measurement?,MS.39.110.1,They use it all around the world. And it is important.,correct
MS_39,MS.39.113.1,Why is it important to use a standard unit when making a measurement?,MS.39.113.1,If you do not use a standard unit you might not get the right answer you may not even get one that is close.,correct
MS_39,MS.39.141.1,Why is it important to use a standard unit when making a measurement?,MS.39.141.1,Last time we were using our hand to measure the table and our hand we small and some of our kids was big.,incorrect
MS_39,MS.39.144.1,Why is it important to use a standard unit when making a measurement?,MS.39.144.1,If you do not use one you and your partner will not get accurate answers.,correct
MS_39,MS.39.153.1,Why is it important to use a standard unit when making a measurement?,MS.39.153.1,So you can find the actual answer to a question that you have.,incorrect
MS_39,MS.39.172.1,Why is it important to use a standard unit when making a measurement?,MS.39.172.1,It is important to use a standard unit of measurement because if you do not it will not be correct.,correct
MS_39,MS.39.174.1,Why is it important to use a standard unit when making a measurement?,MS.39.174.1,Because if you do not you will get the wrong measurement.,incorrect
MS_39,MS.39.190.1,Why is it important to use a standard unit when making a measurement?,MS.39.190.1,Because if you do not use it you may get the wrong answer.,correct
MS_39,MS.39.276.1,Why is it important to use a standard unit when making a measurement?,MS.39.276.1,We use standard units because if somebody makes bottles of water the put at the bottom how many liters it is.,incorrect
MS_39,MS.39.278.1,Why is it important to use a standard unit when making a measurement?,MS.39.278.1,So everyone would get the same answers. It is the same for everybody.,correct
MS_39,MS.39.294.1,Why is it important to use a standard unit when making a measurement?,MS.39.294.1,I think because if we do not use a standard unit we would get the answer wrong.,correct
MS_39,MS.39.311.1,Why is it important to use a standard unit when making a measurement?,MS.39.311.1,Because it will help a lot. It will never change. It is the same all over the world too.,correct
MS_39,MS.39.322.1,Why is it important to use a standard unit when making a measurement?,MS.39.322.1,You can make it too long or too short if you do not do it.,incorrect
MS_39,MS.39.347.1,Why is it important to use a standard unit when making a measurement?,MS.39.347.1,So you can get the measurement the same thing as everyone else.,incorrect
MS_39,MS.39.354.1,Why is it important to use a standard unit when making a measurement?,MS.39.354.1,So you can get the best answers. You need it because you will end up with 2 different answers.,incorrect
MS_39,MS.39.381.1,Why is it important to use a standard unit when making a measurement?,MS.39.381.1,Because if you do not use a standard you get the answer wrong.,correct
MS_39,MS.39.387.1,Why is it important to use a standard unit when making a measurement?,MS.39.387.1,So everybody agrees on it.,correct
MS_39,MS.39.393.1,Why is it important to use a standard unit when making a measurement?,MS.39.393.1,Because you might not know how much it is!,incorrect
MS_39,MS.39.400.1,Why is it important to use a standard unit when making a measurement?,MS.39.400.1,Because if you had no standard of measurement you could not measure anything.,incorrect
MS_39,MS.39.417.1,Why is it important to use a standard unit when making a measurement?,MS.39.417.1,Because if you use paperclips that would be wrong because they come in different sizes. And if you use your hand it will also be wrong because you hand could be big or small.,correct
MS_39,MS.39.420.1,Why is it important to use a standard unit when making a measurement?,MS.39.420.1,So you get correct measurements.,correct
MS_39,MS.39.435.1,Why is it important to use a standard unit when making a measurement?,MS.39.435.1,Because it is better using it so you will not get it wrong.,incorrect
MS_39,MS.39.463.1,Why is it important to use a standard unit when making a measurement?,MS.39.463.1,Because if you do not get the right answer. Because we are in the class. And we might in the same group in the class.,incorrect
MS_39,MS.39.486.1,Why is it important to use a standard unit when making a measurement?,MS.39.486.1,Because if you do not know how many to put.,incorrect
MS_39,MS.39.496.1,Why is it important to use a standard unit when making a measurement?,MS.39.496.1,Because if you do not use it will not be right.,incorrect
MS_39,MS.39.499.1,Why is it important to use a standard unit when making a measurement?,MS.39.499.1,"If you do not they would know if you are talking centimeters, liters, milliliters, meters, kilograms, or grams.",correct
MS_39,MS.39.503.1,Why is it important to use a standard unit when making a measurement?,MS.39.503.1,Because you will learn metric unit faster.,incorrect
MS_39,MS.39.521.1,Why is it important to use a standard unit when making a measurement?,MS.39.521.1,So others know what you mean.,correct
MS_39,MS.39.523.1,Why is it important to use a standard unit when making a measurement?,MS.39.523.1,Well you cannot use straws.,incorrect
MS_39,MS.39.532.1,Why is it important to use a standard unit when making a measurement?,MS.39.532.1,So others will know.,incorrect
MS_39,MS.39.566.1,Why is it important to use a standard unit when making a measurement?,MS.39.566.1,So everybody get it right or get the same answer.,incorrect
MS_39,MS.39.592.1,Why is it important to use a standard unit when making a measurement?,MS.39.592.1,So that you can make an exact and accurate measurement.,incorrect
MS_39,MS.39.595.1,Why is it important to use a standard unit when making a measurement?,MS.39.595.1,Because if you used vials would be different sizes.,incorrect
MS_39,MS.39.607.1,Why is it important to use a standard unit when making a measurement?,MS.39.607.1,We use a standard unit so we do not get the measurement worth.,correct
VB_5b,VB.5b.384.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.384.1,This graph tells me that the speed never changes.,correct
VB_5b,VB.5b.388.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.388.1,How long it takes to get to the speed of light.,incorrect
VB_5b,VB.5b.397.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.397.1,The speed of light is fast.,incorrect
VB_5b,VB.5b.401.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.401.1,How fast the speed of light is.,incorrect
VB_5b,VB.5b.406.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.406.1,It shows how fast the speed of light is.,incorrect
VB_5b,VB.5b.416.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.416.1,This graph shows me the speed of the light and how long the speed was.,incorrect
VB_5b,VB.5b.429.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.429.1,That there is average time and a lot of speed of light.,incorrect
VB_5b,VB.5b.432.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.432.1,It tells me that the speed of light goes straight.,correct
VB_5b,VB.5b.444.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.444.1,I think this graph tells me that the time is about 40 seconds and speed of light is about 25.,incorrect
VB_5b,VB.5b.454.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.454.1,It tells you half of the speed of light.,incorrect
VB_5b,VB.5b.462.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.462.1,This graph tells you how fast the speed of light is.,incorrect
VB_5b,VB.5b.466.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.466.1,This graph tells you how fast the speed of light travels in a certain amount of time.,contradictory
VB_5b,VB.5b.469.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.469.1,It does not matter how much you give it the speed of light goes just as fast.,correct
VB_5b,VB.5b.475.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.475.1,It tells you the time and the speed of light.,incorrect
VB_5b,VB.5b.489.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.489.1,As time goes on the speed of light stays the same.,correct
VB_5b,VB.5b.495.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.495.1,As time goes on it is increasing.,contradictory
VB_5b,VB.5b.496.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.496.1,As the time go on the speed of light get fast.,contradictory
VB_5b,VB.5b.498.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.498.1,As time goes on the speed of light stays the same.,correct
VB_5b,VB.5b.501.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.501.1,It is going on in seconds.,incorrect
VB_5b,VB.5b.503.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.503.1,As time goes on the speed of light stay same.,correct
VB_5b,VB.5b.506.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.506.1,As time goes on the speed of light goes faster.,contradictory
VB_5b,VB.5b.511.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.511.1,As light turns itself it will move.,incorrect
VB_5b,VB.5b.521.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.521.1,As time goes on the number goes to the middle.,incorrect
VB_5b,VB.5b.523.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.523.1,As time goes on the speed of light is longer.,incorrect
VB_5b,VB.5b.525.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.525.1,As time goes on the speed of light stays the same.,correct
VB_5b,VB.5b.530.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.530.1,As time goes on the speed of light stays the same.,correct
VB_5b,VB.5b.535.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.535.1,As time goes on it gets more speed.,contradictory
VB_5b,VB.5b.537.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.537.1,As time goes on the speed of light will pass until it will be long.,incorrect
VB_5b,VB.5b.539.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.539.1,As time goes on the speed of light stays the same.,correct
VB_5b,VB.5b.542.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.542.1,As time goes on the speed of light is staying the same.,correct
VB_5b,VB.5b.545.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.545.1,As time goes on the speed of light goes the same.,correct
VB_5b,VB.5b.626.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.626.1,The speed of light is staying the same while the time is increasing.,correct
VB_5b,VB.5b.628.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.628.1,I think the time is staying the same of speed of light.,contradictory
VB_5b,VB.5b.632.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.632.1,That the speed of light does not move with time.,correct
VB_5b,VB.5b.634.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.634.1,This stays the same.,incorrect
VB_5b,VB.5b.643.1,Explain in one sentence what each graph tells you. Graph B) speed of light versus time.,VB.5b.643.1,Only the time is increasing but the light is the same.,correct
EM_45c,EM.45c.103.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.103.1,We used magnifying glasses and some sort of guide thing that told us what different kinds of salt looks like.,incorrect
EM_45c,EM.45c.108.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.108.1,You take a look through the magnifying glass.,incorrect
EM_45c,EM.45c.123.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.123.1,Because of the paper we looked at.,incorrect
EM_45c,EM.45c.259.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.259.1,We looked at a piece of paper and one of the pictures looked like the crystals.,incorrect
EM_45c,EM.45c.260.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.260.1,They will not shine.,incorrect
EM_45c,EM.45c.386.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.386.1,They were square like salt.,correct
EM_45c,EM.45c.393.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.393.1,We knew the crystals were salt because the crystal identification chart showed us that the different kinds of salt were crystals.,incorrect
EM_45c,EM.45c.395.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.395.1,It said so on a paper.,incorrect
EM_45c,EM.45c.400.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.400.1,Because it was at it because we had a chart that could tell us that.,incorrect
EM_45c,EM.45c.402.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.402.1,They looked like salt.,incorrect
EM_45c,EM.45c.417.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.417.1,We got a sheet with different kinds of crystals. So I looked for the same picture like the crystal and it said Kosher salt.,correct
EM_45c,EM.45c.436.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.436.1,The teacher told us.,incorrect
EM_45c,EM.45c.440.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.440.1,Because salt is made up of little crystals.,incorrect
EM_45c,EM.45c.441.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.441.1,Because salt look like little pieces of a crystal.,incorrect
EM_45c,EM.45c.443.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.443.1,I knew because they were shaped like kosher salt.,correct
EM_45c,EM.45c.456.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.456.1,I knew the crystals were salt by the movie we watched.,incorrect
EM_45c,EM.45c.458.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.458.1,Because flour does not turn into crystals.,incorrect
EM_45c,EM.45c.477.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.477.1,Because salt is a crystal.,incorrect
EM_45c,EM.45c.490.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.490.1,"Because it has a X in the middle, and salt was in it.",incorrect
EM_45c,EM.45c.491.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.491.1,The crystals are kosher salt and kosher salt is salt!,incorrect
EM_45c,EM.45c.494.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.494.1,By looking at the crystal identification sheet.,incorrect
EM_45c,EM.45c.498.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.498.1,Because we measured them.,incorrect
EM_45c,EM.45c.532.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.532.1,Because it was so shiny.,incorrect
EM_45c,EM.45c.534.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.534.1,They were powdery.,incorrect
EM_45c,EM.45c.536.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.536.1,Because there were little shining things inside and I knew it was salt.,incorrect
EM_45c,EM.45c.537.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.537.1,Because we learned it because it was white that is how we knew.,incorrect
EM_45c,EM.45c.540.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.540.1,I would know that the crystals were salt is the way how it looks.,incorrect
EM_45c,EM.45c.562.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.562.1,We poured the water we left it alone for 2 days and they dry up.,incorrect
EM_45c,EM.45c.564.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.564.1,After the water dried we noticed it was Kosher salt.,incorrect
EM_45c,EM.45c.569.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.569.1,By breaking the rock.,incorrect
EM_45c,EM.45c.591.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.591.1,Because it tastes like salt.,incorrect
EM_45c,EM.45c.592.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.592.1,Because crystals are a kind of salt.,incorrect
EM_45c,EM.45c.606.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.606.1,I looked at them really closely and they looked like crystals and diamonds.,correct
EM_45c,EM.45c.611.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.611.1,Because we looked in the magnifying glass.,incorrect
EM_45c,EM.45c.614.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.614.1,I knew the crystals were salt because of the patterns and shapes.,correct
EM_45c,EM.45c.647.1,You used several methods to separate and identify the substances in mock rocks. How did you know the crystals were salt?,EM.45c.647.1,I looked at the chart.,incorrect
ST_25b2,ST.25b2.384.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.384.1,Helps give the plant food.,incorrect
ST_25b2,ST.25b2.385.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.385.1,Store food.,incorrect
ST_25b2,ST.25b2.390.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.390.1,Saves food.,incorrect
ST_25b2,ST.25b2.392.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.392.1,Stores food for the seedling until it grows leaves.,correct
ST_25b2,ST.25b2.395.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.395.1,Gives the seed food.,correct
ST_25b2,ST.25b2.400.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.400.1,"To store the food, nutrients.",incorrect
ST_25b2,ST.25b2.422.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.422.1,The cotyledon or the seed is the seed coat came off.,incorrect
ST_25b2,ST.25b2.451.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.451.1,The cotyledon is the food storage.,incorrect
ST_25b2,ST.25b2.452.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.452.1,Is the seed.,incorrect
ST_25b2,ST.25b2.453.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.453.1,Feeds the seed.,correct
ST_25b2,ST.25b2.455.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.455.1,Stores food for it until it grows into a plant.,correct
ST_25b2,ST.25b2.459.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.459.1,Provide food.,incorrect
ST_25b2,ST.25b2.463.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.463.1,Stores food.,incorrect
ST_25b2,ST.25b2.472.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.472.1,To provide food when germination.,correct
ST_25b2,ST.25b2.487.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.487.1,It gather up food for the seed.,correct
ST_25b2,ST.25b2.493.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.493.1,The cotyledon stores the food.,incorrect
ST_25b2,ST.25b2.496.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.496.1,The cotyledon is a little plant in the bean that store food.,incorrect
ST_25b2,ST.25b2.497.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.497.1,Help it grow.,incorrect
ST_25b2,ST.25b2.501.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.501.1,Something that feeds the seed.,correct
ST_25b2,ST.25b2.502.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.502.1,The cotyledon is the inside.,incorrect
ST_25b2,ST.25b2.503.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.503.1,The cotyledon splits opened.,incorrect
ST_25b2,ST.25b2.533.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.533.1,Stores food.,incorrect
ST_25b2,ST.25b2.562.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.562.1,The cotyledon gives food to the plant until it grows roots.,correct
ST_25b2,ST.25b2.570.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.570.1,It folds of when it is done.,incorrect
ST_25b2,ST.25b2.591.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.591.1,Food supply.,incorrect
ST_25b2,ST.25b2.592.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.592.1,A cotyledon in the food supply.,incorrect
ST_25b2,ST.25b2.595.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.595.1,It is the food supply until the plant grows leaves.,correct
ST_25b2,ST.25b2.601.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.601.1,Food supply for the plant.,incorrect
ST_25b2,ST.25b2.603.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.603.1,It stows the food for the young plant.,correct
ST_25b2,ST.25b2.607.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.607.1,The cotyledon supplies food for the seed until it can supply its own food.,correct
ST_25b2,ST.25b2.609.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.609.1,Holds seed coat.,incorrect
ST_25b2,ST.25b2.610.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.610.1,Food supply.,incorrect
ST_25b2,ST.25b2.628.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.628.1,Give it nutrients.,incorrect
ST_25b2,ST.25b2.632.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.632.1,Stores food for the plant in until it can make on its own.,correct
ST_25b2,ST.25b2.636.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.636.1,The outside of the seeds.,incorrect
ST_25b2,ST.25b2.640.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: cotyledon.,ST.25b2.640.1,Holds the food.,incorrect
LF_27a,LF.27a.391.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.391.1,"40, Because between each is 20 and if you times 20 twice you will get 40.",correct
LF_27a,LF.27a.393.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.393.1,"40, C is next to B so you add 20 meters to the elevation contour line band A.",correct
LF_27a,LF.27a.400.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.400.1,"40 meters, The contour interval is 20 meters.",correct
LF_27a,LF.27a.404.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.404.1,"225, You keep adding 75.",contradictory
LF_27a,LF.27a.405.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.405.1,Because it is the its spread apart.,incorrect
LF_27a,LF.27a.408.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.408.1,"60 meters, Because it said the change in elevation from line A to B is 20 meters so that lets me know to count by 20 meters.",contradictory
LF_27a,LF.27a.421.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.421.1,"40, Because it is 20 thought A to B and B to C.",correct
LF_27a,LF.27a.427.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.427.1,"283 meters, Because A is higher.",contradictory
LF_27a,LF.27a.436.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.436.1,"45, Because you can tell by the lines.",contradictory
LF_27a,LF.27a.437.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.437.1,25 meters.,contradictory
LF_27a,LF.27a.444.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.444.1,"30 meters, I measured with my fingers that C was half of B, and since B is 20 and half of that is 10 I added both of them together and got 30 meters.",contradictory
LF_27a,LF.27a.446.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.446.1,"360, big the line of the A, B, C, D.",contradictory
LF_27a,LF.27a.452.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.452.1,"C, Because it said the change in elevation for A and B was 20 meters and since it 20 they might be counting by 20's so that is my answer.",incorrect
LF_27a,LF.27a.462.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.462.1,"40, because if it is like then to get to C just add another 20 meters.",correct
LF_27a,LF.27a.468.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.468.1,"30, well because if A and B equals 20 meters and B true C looked like 10 more meters and I think is 30 meters.",contradictory
LF_27a,LF.27a.471.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.471.1,"30, I know because A and B is 20 meters and B to C is about 10 meters and it is almost close together.",contradictory
LF_27a,LF.27a.481.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.481.1,"30, because if you could change A on B so you A and C.",contradictory
LF_27a,LF.27a.487.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.487.1,"40 meters, now I know is if A to B is 20 meters than A to C is 40 because you add another.",correct
LF_27a,LF.27a.492.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.492.1,"A, they are closer to each other.",incorrect
LF_27a,LF.27a.497.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.497.1,"40 meters, Because the contour numbers or lines are counting by 20 meters.",correct
LF_27a,LF.27a.499.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.499.1,"60 meters, you are just doubling it.",contradictory
LF_27a,LF.27a.501.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.501.1,"60 meters, I labeled them. I also knew C is the third letter in the alphabet so I counted by 20 3 times.",contradictory
LF_27a,LF.27a.507.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.507.1,"30 meters, Because if you look at A and then C. C get a lower amount by subtracting.",contradictory
LF_27a,LF.27a.510.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.510.1,"40 meters, I know this because A to B is 20 meters and the next contour line is another 20 meters away it must be 40 meters.",correct
LF_27a,LF.27a.512.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.512.1,"Feet, because it has a great space between.",incorrect
LF_27a,LF.27a.517.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.517.1,"40 meters, I know this because the contour interval is 20 meters.",correct
LF_27a,LF.27a.664.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.664.1,"40 meters, each line goes up 20 meters.",contradictory
LF_27a,LF.27a.668.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.668.1,"40 meters, It is counting by 20's, 0, 20, 40, 60.",correct
LF_27a,LF.27a.676.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.676.1,"40 meters, It is on an accurate scale.",incorrect
LF_27a,LF.27a.850.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.850.1,"30, I halved what A and B was.",contradictory
LF_27a,LF.27a.855.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.855.1,"40 meters, I know this because contour intervals do not change and 20 plus 20 equals 40.",correct
LF_27a,LF.27a.856.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.856.1,"50 meters, It is double the length of B plus 10 meters.",contradictory
LF_27a,LF.27a.873.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.873.1,"23 meters, I know because all you do is draw a line to line C.",contradictory
LF_27a,LF.27a.906.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.906.1,"40 meters, I know because the distance between contour lines do not change.",correct
LF_27a,LF.27a.922.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.922.1,"40, I know because the distance between every line is 20, since 20 plus 20 equals 40.",correct
LF_27a,LF.27a.937.1,The change in elevation between contour line A and contour line B is 20 meters. What is the change in elevation between contour line A and contour line C? How do you know that is the change in elevation between A and C?,LF.27a.937.1,"40 meters, I know because the contour line is 20. So since A and B is 20 add 20 more.",correct
MX_10,MX.10.387.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.387.1,Jorge knew a chemical reaction was occurred because it started bubble.,incorrect
MX_10,MX.10.390.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.390.1,Because the mixture bubbled.,incorrect
MX_10,MX.10.396.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.396.1,Because gas being formed can be a sign of a chemical reaction.,correct
MX_10,MX.10.400.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.400.1,Because he knew the bubbles meant carbon dioxide was being formed.,correct
MX_10,MX.10.419.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.419.1,Because the balloon expanded and filled with gas and it bubbled up.,correct
MX_10,MX.10.421.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.421.1,Because it started to bubble or to fizz and it is the proof of gas.,correct
MX_10,MX.10.423.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.423.1,Because when it bubbles that means a reaction is taking place.,incorrect
MX_10,MX.10.425.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.425.1,Because bubbling is a sign of a chemical reaction.,incorrect
MX_10,MX.10.429.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.429.1,Because it bubbled.,incorrect
MX_10,MX.10.434.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.434.1,Because the solution began to bubble.,incorrect
MX_10,MX.10.435.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.435.1,Because whenever it fizzes or bubbles that means it is a reaction.,incorrect
MX_10,MX.10.436.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.436.1,Because the bubbles appear it makes a gas.,correct
MX_10,MX.10.453.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.453.1,He knew because there are bubbles in the container.,incorrect
MX_10,MX.10.458.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.458.1,Bubble.,incorrect
MX_10,MX.10.462.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.462.1,Because gas bubbles appeared.,correct
MX_10,MX.10.463.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.463.1,He knew because first he put a material in the water and started to bubble and that made gas so that is a clue of a chemical reaction.,correct
MX_10,MX.10.466.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.466.1,Because there were gas bubbles.,correct
MX_10,MX.10.468.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.468.1,Because he saw it bubble up that is why he knew it was a chemical reaction.,incorrect
MX_10,MX.10.492.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.492.1,When he put the solid in the liquid it start to bubbles.,incorrect
MX_10,MX.10.493.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.493.1,Because it bubbled and fizz.,incorrect
MX_10,MX.10.498.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.498.1,Because it bubbled and when something bubbled it means a reaction occurred.,incorrect
MX_10,MX.10.502.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.502.1,Because the solution bubbled.,incorrect
MX_10,MX.10.532.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.532.1,I think it is because it started to bubble and because it would not do that if it was not a reaction.,incorrect
MX_10,MX.10.541.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.541.1,He knew because it bubbled.,incorrect
MX_10,MX.10.543.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.543.1,"Jorge knew a chemical reaction occurred, because the mixture began to bubble.",incorrect
MX_10,MX.10.568.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.568.1,He knew because a change occurred and it made a gas.,correct
MX_10,MX.10.575.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.575.1,He knew because when bubbles pop a gas is released into the air.,correct
MX_10,MX.10.576.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.576.1,"Because it was making gas, it was fizzing, it made some precipitant.",correct
MX_10,MX.10.597.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.597.1,Because the solution started to bubble.,incorrect
MX_10,MX.10.604.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.604.1,Because the container started to bubble up.,incorrect
MX_10,MX.10.605.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.605.1,Because he saw it fizz and bubble up.,incorrect
MX_10,MX.10.611.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.611.1,Because bubble appeared when he add the solid material.,incorrect
MX_10,MX.10.612.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.612.1,Because it bubbled and if it bubbles then it is a reaction.,incorrect
MX_10,MX.10.633.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.633.1,A chemical reaction is when something happens if you add a material and a liquid together and something happens it is a chemical reaction.,incorrect
MX_10,MX.10.638.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.638.1,Because it started to bubble and have a gas.,correct
MX_10,MX.10.644.1,Jorge added solid material to a container of clear colorless liquid. The mixture began to bubble. Explain why Jorge knew a chemical reaction occurred.,MX.10.644.1,Because his experiment took action right away with no waiting.,incorrect
ME_38a,ME.38a.101.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.101.1,It will not get light because the negative is getting to the motor.,incorrect
ME_38a,ME.38a.102.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.102.1,It will not light because one wire has to go in one side and one wire has to go in the other.,correct
ME_38a,ME.38a.105.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.105.1,There is not 2 wires for each little clip. There needs to be one coming from one clip and another coming from the other clip.,correct
ME_38a,ME.38a.107.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.107.1,The bulb will not light because one of the wires have to touch the other clip.,correct
ME_38a,ME.38a.111.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.111.1,Because the electricity is going to the motor.,incorrect
ME_38a,ME.38a.119.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.119.1,The bulb will not light because there is not enough electricity.,incorrect
ME_38a,ME.38a.120.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.120.1,It will not because there has to be a wire in each wire holder.,correct
ME_38a,ME.38a.121.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.121.1,The cord from the battery is not on both sides.,incorrect
ME_38a,ME.38a.140.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.140.1,Because the bulb will not have enough energy because of the light bulb.,incorrect
ME_38a,ME.38a.143.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.143.1,Because the positive wire is taking the energy right away.,incorrect
ME_38a,ME.38a.144.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.144.1,"Because, the electricity goes through the wrong way the second time.",incorrect
ME_38a,ME.38a.146.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.146.1,There are 2 wires that should not be there the motor wires.,incorrect
ME_38a,ME.38a.147.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.147.1,It going in a coil.,incorrect
ME_38a,ME.38a.149.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.149.1,The wires are not even.,incorrect
ME_38a,ME.38a.154.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.154.1,It is not connected properly because the wires are not connected properly on the motor.,incorrect
ME_38a,ME.38a.155.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.155.1,The bulb will no because the other wire is not connected.,incorrect
ME_38a,ME.38a.159.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.159.1,There is not enough energy.,incorrect
ME_38a,ME.38a.173.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.173.1,The battery does not have enough power or the power is not getting to the bulb.,incorrect
ME_38a,ME.38a.178.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.178.1,The motor is not running.,incorrect
ME_38a,ME.38a.179.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.179.1,It will not light because when the electricity cannot flow through the wires.,incorrect
ME_38a,ME.38a.180.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.180.1,The bulb will not light up because they are all not connected and this does not make a circuit.,incorrect
ME_38a,ME.38a.181.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.181.1,Because it is not in a circle.,incorrect
ME_38a,ME.38a.195.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.195.1,It is in both the same circuit.,incorrect
ME_38a,ME.38a.206.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.206.1,The light bulb needs both plus and minus to be on different parts of the holder.,correct
ME_38a,ME.38a.208.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.208.1,It is not connected.,incorrect
ME_38a,ME.38a.215.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.215.1,More power goes to the motor.,incorrect
ME_38a,ME.38a.225.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.225.1,The wires are not connecting to the bulb.,incorrect
ME_38a,ME.38a.226.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.226.1,The bulb will not light because the positive and negative wires are hooked on the same hook.,correct
ME_38a,ME.38a.253.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.253.1,It does not work because the wire are not propel on the spring thing.,incorrect
ME_38a,ME.38a.254.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.254.1,Yes even though it is not a complete circuit.,incorrect
ME_38a,ME.38a.256.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.256.1,No because both wires are on both place.,incorrect
ME_38a,ME.38a.314.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.314.1,Some of the wires are disconnect.,incorrect
ME_38a,ME.38a.323.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.323.1,It will not light because the bulbs wires are not connected to both sockets.,correct
ME_38a,ME.38a.324.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.324.1,Because the motor got all the power.,incorrect
ME_38a,ME.38a.327.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.327.1,Because one side is hooked to the motor.,incorrect
ME_38a,ME.38a.328.1,"Trace over the complete circuit with your pencil to show where it is. Even though there is a complete circuit, the bulb will not light. Why not?",ME.38a.328.1,The bulb will not work because the negative and the positive cannot go in the same way.,incorrect
II_26,II.26.128.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.128.1,They are different. Like bark not bark.,incorrect
II_26,II.26.381.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.381.1,They do not have the same rubbing material to be the same.,incorrect
II_26,II.26.403.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.403.1,That one has holes and the other one does not. One probably smooth and the other one bumpy.,correct
II_26,II.26.407.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.407.1,They are not the same letter B has big spots and letter A has lines and little spots.,incorrect
II_26,II.26.424.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.424.1,Rubbing A is not that clear because they rubbed it soft and B is rubbed hard.,incorrect
II_26,II.26.431.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.431.1,A. Might be soft B. might be a little bumpy.,correct
II_26,II.26.451.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.451.1,B is bumpy A is smooth.,incorrect
II_26,II.26.458.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.458.1,A tells you it has dashing lines B is telling us it has bumps.,incorrect
II_26,II.26.460.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.460.1,"Fabric B has lots of clear, round bumps. Fabric A has smaller, blurry bumps.",incorrect
II_26,II.26.467.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.467.1,They are bumpy.,incorrect
II_26,II.26.470.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.470.1,If you look you can tell that B is sort of like a metal gate and A is sort of like a wall.,correct
II_26,II.26.471.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.471.1,It is different because rubbing B has holes that are dark shaded wide and rubbing A has small holes that are mostly rough.,contradictory
II_26,II.26.495.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.495.1,A is harder to read than B.,incorrect
II_26,II.26.501.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.501.1,One of the rubbings are smooth and the other one looks rough.,incorrect
II_26,II.26.522.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.522.1,A was the second one behind the second one and B was the one that got rubbed.,incorrect
II_26,II.26.524.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.524.1,On A they colored it light and on B they colored it hard.,incorrect
II_26,II.26.525.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.525.1,A looks kind of smooth and the other one has bumps.,incorrect
II_26,II.26.526.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.526.1,I now one is same an hard.,incorrect
II_26,II.26.527.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.527.1,A is real bumping and it is hard B has small holes.,contradictory
II_26,II.26.528.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.528.1,A texture is smooth. B's texture is rough and bumpy.,correct
II_26,II.26.531.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.531.1,The fabrics in A show that the fabrics is not show up fabrics and B it tells you that it was bumpy.,incorrect
II_26,II.26.536.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.536.1,The B it shows be rubbing when we color.,incorrect
II_26,II.26.539.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.539.1,B has some rough and A is not that rough and A is smooth. And B is darker then A.,correct
II_26,II.26.540.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.540.1,The A one is kind of bluer and it must have been smooth because it does not have any bumps. B you could see it was bumpy.,incorrect
II_26,II.26.543.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.543.1,They are rubbed smooth and hard.,incorrect
II_26,II.26.560.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.560.1,I can tell that they are different fabrics because one of the fabrics are darker and have more lines and spots than the lighter one.,incorrect
II_26,II.26.578.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.578.1,If there bumpy or smooth or rough and show what the texture is.,incorrect
II_26,II.26.580.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.580.1,Well there are lines on A and on B it kind of looks like a screen.,incorrect
II_26,II.26.581.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.581.1,One is dark and the other is not and okay you can see them better.,incorrect
II_26,II.26.593.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.593.1,A was probably a much smoother fabric than B. Because B probably had more creases in it.,correct
II_26,II.26.595.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.595.1,The rubbings tell you that you cannot see A. And later a string to tell you that it is darker than A.,incorrect
II_26,II.26.598.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.598.1,"B shows us that there is a design on it, and you could probably fill it. A shows us that this fabric is not very noticeable.",incorrect
II_26,II.26.606.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.606.1,A has marks and lines and B does not have marks and lines like A it has polka dots on it and lines through the polka dots.,incorrect
II_26,II.26.613.1,Look at the rubbings of 2 different fabrics. What do the rubbings tell us about the different textures of these 2 fabrics?,II.26.613.1,"Rubbing A was smooth, and rubbing B was rough and bumpy.",correct
SE_10,SE.10.102.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.102.1,It would best show it because the earth always rotates around the sun.,incorrect
SE_10,SE.10.105.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.105.1,Why the shadow changes during the day because our earth rotates around.,correct
SE_10,SE.10.113.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.113.1,Because the earth rotate. And the sun moves to another way.,contradictory
SE_10,SE.10.115.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.115.1,If the globe rotate the shadow the earth move very slow around all of us. The shadow move because like every minute when we move.,correct
SE_10,SE.10.117.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.117.1,Because the earth rotates which causes the shadow to move but the sun stays where it is at.,correct
SE_10,SE.10.128.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.128.1,Rotate the globe because the sun does not move is the earth that is moving.,correct
SE_10,SE.10.148.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.148.1,"When the flashlight moves, the shadow moves too.",contradictory
SE_10,SE.10.150.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.150.1,Because it is a sign and the earth moves not the sun.,correct
SE_10,SE.10.161.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.161.1,When the globe moves every minute the sun face the other way.,correct
SE_10,SE.10.164.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.164.1,Because it rotates around the sun.,incorrect
SE_10,SE.10.179.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.179.1,This would be a good demonstrate because the sun does not move the earth and the shadow would move around.,incorrect
SE_10,SE.10.184.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.184.1,Because the sun is going around us while the earth spins in circles which makes it go around.,contradictory
SE_10,SE.10.185.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.185.1,Because the need to tell and see what did it happen there or where and somewhere it could be.,incorrect
SE_10,SE.10.192.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.192.1,The shadows are true the day because get night dark.,incorrect
SE_10,SE.10.244.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.244.1,To get a small object and glue it to a flat surface. Then get outside put in the sun and record every hour until the sun goes down.,incorrect
SE_10,SE.10.246.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.246.1,When you rotate the globe the sun is not moving. And when you think that the sun is moving it is really not. You are the one that is moving.,correct
SE_10,SE.10.251.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.251.1,Because as the day goes the earth rotates.,correct
SE_10,SE.10.255.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.255.1,The shadow change bigger and smaller because the sun is moving around the earth.,contradictory
SE_10,SE.10.257.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.257.1,Because the earth moves and the sun does not.,correct
SE_10,SE.10.317.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.317.1,Because it would show one side and the other that is why I picked rotate the globe.,correct
SE_10,SE.10.322.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.322.1,Because the earth now rotates around the sun and at different time of the day you shadow will move.,incorrect
SE_10,SE.10.327.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.327.1,By turning the globe.,correct
SE_10,SE.10.328.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.328.1,The shadow in the morning is long and the sun is pointing south when it is in the morning and it in the afternoon it is start the shadow.,incorrect
SE_10,SE.10.384.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.384.1,Because the sun does not move the earth does.,correct
SE_10,SE.10.388.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.388.1,Because the sun does not move. It is the car that rotates. So if you move the flashlight it will get off track.,incorrect
SE_10,SE.10.389.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.389.1,It will show where the light is falling to tell where the shadow will fall.,incorrect
SE_10,SE.10.391.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.391.1,He would move the flashlight around and the shadow would move. If he started the globe the flashlight would just be shining on the globe and not the golf tee so he would not be figuring out how shadows change during the day.,contradictory
SE_10,SE.10.409.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.409.1,"The flashlight would represent the sun, and the sun does not rotate. However, the earth does rotate.",correct
SE_10,SE.10.494.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.494.1,It would be the best to demonstrate how shadows change during the day because the sun does not move and the earth rotates around the sun. So rotating the earth would show how shadows rotate during the day.,correct
SE_10,SE.10.504.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.504.1,Because it would demonstrate the earth rotating.,correct
SE_10,SE.10.511.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.511.1,"It would best demonstrate shadows change because the flashlight is acting as the sun, and the globe as the earth, so the earth would rotate, not the sun.",correct
SE_10,SE.10.517.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.517.1,Because the earth rotates around not the sun rotates around the earth.,correct
SE_10,SE.10.542.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.542.1,Because you can see them better and you can mark down the spot your shadow was at.,incorrect
SE_10,SE.10.570.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.570.1,Because if you rotate the globe it does not do anything. When you move the flashlight the shadow and that is why I pick move the flashlight.,contradictory
SE_10,SE.10.580.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.580.1,Because the only way it would move to a different place is if you rotate the globe. If you were just moving the flashlight it will not really do anything.,correct
SE_10,SE.10.612.1,Bryan taped a golf tee to a globe of the Earth. He shined a flashlight on the globe. The best way for Bryan to demonstrate how shadows change during the day would be to: (rotate the globe.) move the flashlight. Why would this best demonstrate how shadows change during the day?,SE.10.612.1,It is easy because if it was like the earth and the sun the sun does not move. It is the earth.,correct
SE_51b,SE.51b.103.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.103.1,Takes the same amount of space.,incorrect
SE_51b,SE.51b.108.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.108.1,They look the same and it could hold the same amount of water.,incorrect
SE_51b,SE.51b.114.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.114.1,The reason why I picked less than is because I think that Y is going to contain the different amount after 30 minutes.,contradictory
SE_51b,SE.51b.118.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.118.1,I expect the temperature would be the same because they were the same on everything.,correct
SE_51b,SE.51b.123.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.123.1,It really does not matter the only thing that matters is the amount of area.,correct
SE_51b,SE.51b.132.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.132.1,"It is not the shape that makes the difference, it is the area.",incorrect
SE_51b,SE.51b.164.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.164.1,Because it has the same amount of water and heat.,incorrect
SE_51b,SE.51b.182.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.182.1,I think it will just be the same temperature. Because it is the same shape.,correct
SE_51b,SE.51b.191.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.191.1,X and Y both have the same solar water heater so the temperature will be the same.,correct
SE_51b,SE.51b.255.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.255.1,Because I think it might be higher.,contradictory
SE_51b,SE.51b.257.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.257.1,"They both are the same size, have the same water amount, and are left out for the same time.",incorrect
SE_51b,SE.51b.258.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.258.1,Because the temperature would just go higher.,contradictory
SE_51b,SE.51b.319.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.319.1,Because until you get to 5 minute to 25 minute these different numbers but until the 30 it goes down and sometimes it could be the same.,contradictory
SE_51b,SE.51b.325.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.325.1,More? Because they are not facing at the same direction the Y is facing right and the X is facing left.,contradictory
SE_51b,SE.51b.331.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.331.1,I chose less than because X is a little bit more smaller.,contradictory
SE_51b,SE.51b.339.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.339.1,Because water really does not change very much.,incorrect
SE_51b,SE.51b.388.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.388.1,"Same, because they are the same size triangles and in the same size boxes, with the same amount of water.",correct
SE_51b,SE.51b.389.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.389.1,I think the temperature will stay the same because they are the same shapes.,correct
SE_51b,SE.51b.393.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.393.1,Because the solar water heaters are the same size and there is the same amount of water in each container.,correct
SE_51b,SE.51b.402.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.402.1,I think they would both heat up the same because they are the same size and shape just faced a different way.,correct
SE_51b,SE.51b.418.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.418.1,Because they look the same so it would be the same.,correct
SE_51b,SE.51b.427.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.427.1,They both have the same amount of surface area in the container and are filled with the same amount of water.,incorrect
SE_51b,SE.51b.434.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.434.1,It would be the same because they both have the same amount of water and they are the same size.,correct
SE_51b,SE.51b.439.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.439.1,"I think same because they both have the same amount of black and the surface area look the same, and they are both the same shape.",correct
SE_51b,SE.51b.441.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.441.1,I think X and Y's temperature would be the same because it is the same just flipped.,correct
SE_51b,SE.51b.487.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.487.1,It would be the same because for it to be greater than or less than it depends where you put the solar water heater.,incorrect
SE_51b,SE.51b.490.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.490.1,It would be greater than because the cover on X is bigger than the one on Y.,contradictory
SE_51b,SE.51b.492.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.492.1,I think it would be the same because there is no change in variables.,correct
SE_51b,SE.51b.508.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.508.1,"It would be the same because it does not matter what position the black surface area is, it matters what size.",correct
SE_51b,SE.51b.511.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.511.1,I think the same because both the heaters are the same.,correct
SE_51b,SE.51b.529.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.529.1,"They have the same surface area, just flipped so they will heat equally.",correct
SE_51b,SE.51b.532.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.532.1,The triangles are the same size.,incorrect
SE_51b,SE.51b.533.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.533.1,I chose same because they are the same figure and size. Y is facing the other way though it is still the same.,correct
SE_51b,SE.51b.540.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.540.1,Because they are the same size and same color so it is going to be the same temperature.,correct
SE_51b,SE.51b.545.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.545.1,Because they both have the same amount of water.,incorrect
SE_51b,SE.51b.602.1,"Look at the 2 solar water heaters shown here. The black triangular area is the solar collector in each container. If both heaters contain the same amount of water, would you expect the temperature change in heater X to be greater than, less than, or the same as the temperature change in heater Y after 30 minutes? (Same) Explain your answer.",SE.51b.602.1,Because if you put something in at the same time it will get the same results as the other one.,correct
VB_1,VB.1.384.1,How do you define a controlled experiment?,VB.1.384.1,A controlled experiment is an experiment where you only change one variable.,correct
VB_1,VB.1.388.1,How do you define a controlled experiment?,VB.1.388.1,An experiment where you only change one variable.,correct
VB_1,VB.1.394.1,How do you define a controlled experiment?,VB.1.394.1,A controlled experiment is an experiment where only one variable is changed.,correct
VB_1,VB.1.397.1,How do you define a controlled experiment?,VB.1.397.1,The longer the string the shorter the swings.,incorrect
VB_1,VB.1.399.1,How do you define a controlled experiment?,VB.1.399.1,A experiment in which one variable is changed.,correct
VB_1,VB.1.406.1,How do you define a controlled experiment?,VB.1.406.1,An experiment that only changes one variable at a time.,correct
VB_1,VB.1.416.1,How do you define a controlled experiment?,VB.1.416.1,A controlled experiment is when you only change one variable at a time instead of 2 or more.,correct
VB_1,VB.1.419.1,How do you define a controlled experiment?,VB.1.419.1,That you only put one penny at a time.,incorrect
VB_1,VB.1.423.1,How do you define a controlled experiment?,VB.1.423.1,A controlled experiment is a experiment that you can control by weight and the length of string.,contradictory
VB_1,VB.1.429.1,How do you define a controlled experiment?,VB.1.429.1,A controlled experiment is when you change one variable at a time to affect the outcome.,correct
VB_1,VB.1.431.1,How do you define a controlled experiment?,VB.1.431.1,When you only change one variable at a time.,correct
VB_1,VB.1.440.1,How do you define a controlled experiment?,VB.1.440.1,A controlled experiment is when you only change one variable at a time.,correct
VB_1,VB.1.444.1,How do you define a controlled experiment?,VB.1.444.1,A controlled experiment is like a release position because a release position is a controlled experiment.,incorrect
VB_1,VB.1.449.1,How do you define a controlled experiment?,VB.1.449.1,If you do not change one variable at a time its not a controlled experiment.,correct
VB_1,VB.1.469.1,How do you define a controlled experiment?,VB.1.469.1,Changing one variable at a time.,correct
VB_1,VB.1.477.1,How do you define a controlled experiment?,VB.1.477.1,You define a controlled experiment when you only change one variable at a time.,correct
VB_1,VB.1.481.1,How do you define a controlled experiment?,VB.1.481.1,A controlled experiment is when you test the variables one at a time.,correct
VB_1,VB.1.483.1,How do you define a controlled experiment?,VB.1.483.1,Only one variable is changed at a time.,correct
VB_1,VB.1.486.1,How do you define a controlled experiment?,VB.1.486.1,You can control the experiment.,incorrect
VB_1,VB.1.489.1,How do you define a controlled experiment?,VB.1.489.1,To do one at a time.,incorrect
VB_1,VB.1.495.1,How do you define a controlled experiment?,VB.1.495.1,A controlled experiment is when you control it and it is an experiment of yours.,incorrect
VB_1,VB.1.497.1,How do you define a controlled experiment?,VB.1.497.1,"Where you control the variables, length, mass, release position. But you cannot control the amount of time it swings.",incorrect
VB_1,VB.1.498.1,How do you define a controlled experiment?,VB.1.498.1,The variables can be changed one at a time.,correct
VB_1,VB.1.503.1,How do you define a controlled experiment?,VB.1.503.1,When you only change one thing and you know the thing is causing it to do something.,correct
VB_1,VB.1.523.1,How do you define a controlled experiment?,VB.1.523.1,By having everything controlled.,incorrect
VB_1,VB.1.525.1,How do you define a controlled experiment?,VB.1.525.1,By not being good.,incorrect
VB_1,VB.1.530.1,How do you define a controlled experiment?,VB.1.530.1,If it needs to be controlled to make a decision.,incorrect
VB_1,VB.1.533.1,How do you define a controlled experiment?,VB.1.533.1,A variable is a controlled experiment.,incorrect
VB_1,VB.1.535.1,How do you define a controlled experiment?,VB.1.535.1,Something that you do and you control.,incorrect
VB_1,VB.1.537.1,How do you define a controlled experiment?,VB.1.537.1,You control the mass of the tire swing.,incorrect
VB_1,VB.1.539.1,How do you define a controlled experiment?,VB.1.539.1,"By controlling the swinger, and by changing the different thing.",incorrect
VB_1,VB.1.542.1,How do you define a controlled experiment?,VB.1.542.1,You controlled the experiment by yourself.,incorrect
VB_1,VB.1.626.1,How do you define a controlled experiment?,VB.1.626.1,You can only change one variables.,correct
VB_1,VB.1.628.1,How do you define a controlled experiment?,VB.1.628.1,By putting everything where it goes.,incorrect
VB_1,VB.1.636.1,How do you define a controlled experiment?,VB.1.636.1,A controlled experiment is when you change one variable that is it no more than one variable.,correct
VB_1,VB.1.639.1,How do you define a controlled experiment?,VB.1.639.1,A controlled experiment is when you only change one variable at a time.,correct
VB_5a,VB.5a.384.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.384.1,This graph tells me this tree has a lot of rings.,incorrect
VB_5a,VB.5a.388.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.388.1,How long it took to get a number of rings.,incorrect
VB_5a,VB.5a.394.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.394.1,The graph tells you over time how many rings are in the tree.,incorrect
VB_5a,VB.5a.397.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.397.1,The graph tells me that the number of rings is really high.,incorrect
VB_5a,VB.5a.399.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.399.1,It tells me the number of rings grows. So does the time.,correct
VB_5a,VB.5a.401.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.401.1,How old the tree is.,incorrect
VB_5a,VB.5a.416.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.416.1,This graph tells me the number of the tree's rings and how long.,incorrect
VB_5a,VB.5a.419.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.419.1,That it goes from 0 and up.,incorrect
VB_5a,VB.5a.423.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.423.1,The number of times it rings and the times.,incorrect
VB_5a,VB.5a.429.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.429.1,That there is a lot of rings and a lot of time.,incorrect
VB_5a,VB.5a.431.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.431.1,I think the graph tells me that all the numbers are common.,incorrect
VB_5a,VB.5a.440.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.440.1,It tells me that the older the tree the more rings it has.,correct
VB_5a,VB.5a.444.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.444.1,I think this graph tells me that the time is about 25 seconds and the number of tree rings 20 times.,incorrect
VB_5a,VB.5a.454.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.454.1,The graph tells you the number of tree rings.,incorrect
VB_5a,VB.5a.462.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.462.1,That the time goes up.,incorrect
VB_5a,VB.5a.469.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.469.1,The more the time the more the tree rings.,correct
VB_5a,VB.5a.475.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.475.1,It shows you the number of tree rings and the time.,incorrect
VB_5a,VB.5a.477.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.477.1,This graph tells me the number of tree rings on the y axis and tells me the time on the x axis.,incorrect
VB_5a,VB.5a.483.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.483.1,Number of tree rings gets larger over time.,correct
VB_5a,VB.5a.486.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.486.1,As time goes on the of tree rings go up.,correct
VB_5a,VB.5a.489.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.489.1,As time goes on the number of tree rings increases.,correct
VB_5a,VB.5a.497.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.497.1,As time goes on the number of tree rings increases.,correct
VB_5a,VB.5a.498.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.498.1,As time goes on the number of tree rings increases.,correct
VB_5a,VB.5a.506.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.506.1,As time goes on the number of tree rings grows higher.,correct
VB_5a,VB.5a.521.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.521.1,As time goes on the number goes up.,correct
VB_5a,VB.5a.523.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.523.1,As time goes on the number of tree ring are higher.,correct
VB_5a,VB.5a.535.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.535.1,As time goes on the number gets larger.,correct
VB_5a,VB.5a.537.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.537.1,As time goes on the number of tree rings are increasing as it goes.,correct
VB_5a,VB.5a.539.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.539.1,As time goes on the of number of tree rings go up.,correct
VB_5a,VB.5a.545.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.545.1,As time goes on the tree rings are going up.,correct
VB_5a,VB.5a.626.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.626.1,The tree rings and time are both increasing.,correct
VB_5a,VB.5a.632.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.632.1,The number of tree rings and the time is increasing.,correct
VB_5a,VB.5a.636.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.636.1,That the time increasing and the tree rings are increasing too.,correct
VB_5a,VB.5a.638.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.638.1,The time is increasing the tree rings are increasing.,correct
VB_5a,VB.5a.639.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.639.1,They are both are increasing.,correct
VB_5a,VB.5a.643.1,Explain in one sentence what each graph tells you. Graph A) number of tree rings versus time.,VB.5a.643.1,The rings and the tree rings are increasing.,incorrect
PS_2a,PS.2a.104.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.104.1,Because it is sticky!,incorrect
PS_2a,PS.2a.107.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.107.1,Because it hits the other side.,contradictory
PS_2a,PS.2a.110.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.110.1,Because vibration.,correct
PS_2a,PS.2a.111.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.111.1,It makes the plucking sound from stretching and then it vibrates and make sound.,correct
PS_2a,PS.2a.114.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.114.1,Because if you stretch it and let it go it makes a volume.,incorrect
PS_2a,PS.2a.116.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.116.1,Plucking is pull.,incorrect
PS_2a,PS.2a.118.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.118.1,Because it hits the other part of the rubber band.,contradictory
PS_2a,PS.2a.138.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.138.1,Because it vibrates.,correct
PS_2a,PS.2a.141.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.141.1,Because your making vibrations.,correct
PS_2a,PS.2a.142.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.142.1,Because it vibrates.,correct
PS_2a,PS.2a.145.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.145.1,Because the vibrations.,correct
PS_2a,PS.2a.152.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.152.1,Because it is tight.,incorrect
PS_2a,PS.2a.154.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.154.1,Because it is vibrating.,correct
PS_2a,PS.2a.157.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.157.1,Vibrations.,correct
PS_2a,PS.2a.158.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.158.1,The rubber band makes a sound because it is on the doorknob.,incorrect
PS_2a,PS.2a.160.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.160.1,Because it is like a string.,incorrect
PS_2a,PS.2a.175.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.175.1,It vibration.,correct
PS_2a,PS.2a.176.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.176.1,Because it goes up.,contradictory
PS_2a,PS.2a.179.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.179.1,It makes a sound.,incorrect
PS_2a,PS.2a.181.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.181.1,Because it is vibrating.,correct
PS_2a,PS.2a.183.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.183.1,Guitars have wires that makes sound Just like a rubber band.,incorrect
PS_2a,PS.2a.185.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.185.1,Because it hits something.,contradictory
PS_2a,PS.2a.189.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.189.1,Because your finger smacks on it.,contradictory
PS_2a,PS.2a.192.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.192.1,It will make a soft sound.,incorrect
PS_2a,PS.2a.193.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.193.1,It vibrates.,correct
PS_2a,PS.2a.194.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.194.1,It makes noise.,incorrect
PS_2a,PS.2a.195.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.195.1,Because it is.,incorrect
PS_2a,PS.2a.212.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.212.1,When you let go it vibrates.,correct
PS_2a,PS.2a.217.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.217.1,Because it is vibrating.,correct
PS_2a,PS.2a.221.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.221.1,Because it vibrates.,correct
PS_2a,PS.2a.222.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.222.1,Because each side of the rubber band will snap together.,contradictory
PS_2a,PS.2a.223.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.223.1,Because it vibrates.,correct
PS_2a,PS.2a.225.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.225.1,It makes it louder.,incorrect
PS_2a,PS.2a.230.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.230.1,It is vibrating.,correct
PS_2a,PS.2a.255.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.255.1,If you have something close to the rubber band it would hit it and make noise.,contradictory
PS_2a,PS.2a.261.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.261.1,Because vibration runs through it.,correct
PS_2a,PS.2a.263.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.263.1,Because you stretch it and then it is tight.,incorrect
PS_2a,PS.2a.313.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.313.1,Because each side hits each other and make noise.,contradictory
PS_2a,PS.2a.320.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.320.1,It vibrates off the other side.,contradictory
PS_2a,PS.2a.322.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.322.1,Low.,incorrect
PS_2a,PS.2a.323.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.323.1,Because of the vibration.,correct
PS_2a,PS.2a.325.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.325.1,It cuts through.,incorrect
PS_2a,PS.2a.328.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.328.1,When you let it go you can see it make a vibration that makes the sound.,correct
PS_2a,PS.2a.329.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.329.1,There is vibrations.,correct
PS_2a,PS.2a.333.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.333.1,The rubber band is low.,incorrect
PS_2a,PS.2a.334.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.334.1,It is like a guitar string only rubber.,incorrect
PS_2a,PS.2a.384.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.384.1,By the vibrations.,correct
PS_2a,PS.2a.391.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.391.1,The rubber band would make a high pitch.,incorrect
PS_2a,PS.2a.400.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.400.1,Because the rubber band vibrates.,correct
PS_2a,PS.2a.401.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.401.1,Because the rubber band is vibrating.,correct
PS_2a,PS.2a.452.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.452.1,Because when you pluck it it makes the vibrations and vibrations make sound.,correct
PS_2a,PS.2a.454.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.454.1,Because the 2 parts bump against each other.,contradictory
PS_2a,PS.2a.455.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.455.1,Because it is vibrating.,correct
PS_2a,PS.2a.457.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.457.1,It moves fast enough to make a sound.,correct
PS_2a,PS.2a.459.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.459.1,Because of the vibrations it makes.,correct
PS_2a,PS.2a.461.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.461.1,Because there is a vibration on the rubber band.,correct
PS_2a,PS.2a.464.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.464.1,Because all things make sound.,incorrect
PS_2a,PS.2a.466.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.466.1,A rhythm.,incorrect
PS_2a,PS.2a.468.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.468.1,It will make a soft sound.,incorrect
PS_2a,PS.2a.469.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.469.1,A rubber band makes a sound because vibration are made and sounds come from vibrations.,correct
PS_2a,PS.2a.488.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.488.1,Because it hit the top and makes it vibrate.,correct
PS_2a,PS.2a.490.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.490.1,"Because you stretch it, then you pluck it.",incorrect
PS_2a,PS.2a.491.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.491.1,Because our hand is causing it to make a sound.,contradictory
PS_2a,PS.2a.494.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.494.1,Because when you pluck it the rudder band touches the top part.,contradictory
PS_2a,PS.2a.495.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.495.1,Because it rubber.,incorrect
PS_2a,PS.2a.497.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.497.1,It hit the first one.,contradictory
PS_2a,PS.2a.499.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.499.1,Because it vibrates.,correct
PS_2a,PS.2a.501.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.501.1,Because it is vibrating.,correct
PS_2a,PS.2a.502.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.502.1,When you pull it and it hits the other part.,contradictory
PS_2a,PS.2a.508.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.508.1,Because it hits the top.,contradictory
PS_2a,PS.2a.523.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.523.1,Because you make it vibrate.,correct
PS_2a,PS.2a.524.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.524.1,Because it vibrates.,correct
PS_2a,PS.2a.526.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.526.1,It hits your finger.,contradictory
PS_2a,PS.2a.528.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.528.1,"Because the rubber band vibrated, and vibration caused sound.",correct
PS_2a,PS.2a.531.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.531.1,Because of the vibration.,correct
PS_2a,PS.2a.532.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.532.1,It does that because it vibrates.,correct
PS_2a,PS.2a.533.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.533.1,Because it is vibrating.,correct
PS_2a,PS.2a.536.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.536.1,Because there is a vibration.,correct
PS_2a,PS.2a.537.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.537.1,Because it is vibrating.,correct
PS_2a,PS.2a.539.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.539.1,Because it vibrates.,correct
PS_2a,PS.2a.557.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.557.1,"Because if you pull it, it goes like that.",incorrect
PS_2a,PS.2a.561.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.561.1,Because it snaps together.,contradictory
PS_2a,PS.2a.562.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.562.1,Because it is gently.,incorrect
PS_2a,PS.2a.563.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.563.1,Because it snaps.,contradictory
PS_2a,PS.2a.567.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.567.1,Pull it.,incorrect
PS_2a,PS.2a.569.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.569.1,It makes the sound softer.,incorrect
PS_2a,PS.2a.571.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.571.1,It is rubber.,incorrect
PS_2a,PS.2a.572.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.572.1,You pulled and it flies.,contradictory
PS_2a,PS.2a.574.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.574.1,It makes sound.,incorrect
PS_2a,PS.2a.593.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.593.1,Because of the vibration.,correct
PS_2a,PS.2a.595.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.595.1,It will make a doom sound.,incorrect
PS_2a,PS.2a.596.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.596.1,Because it vibrates.,correct
PS_2a,PS.2a.599.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.599.1,When you pluck a rubber band and let it go it moves back and forth which makes it vibrate.,correct
PS_2a,PS.2a.600.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.600.1,Because you can make you hand is hurt.,incorrect
PS_2a,PS.2a.602.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.602.1,I think because it vibrating.,correct
PS_2a,PS.2a.603.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.603.1,It will say: dinininin!,incorrect
PS_2a,PS.2a.607.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.607.1,It moves back and forth makes vibration.,correct
PS_2a,PS.2a.610.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.610.1,Because it is making vibration.,correct
PS_2a,PS.2a.626.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.626.1,Because it hits your Finger.,contradictory
PS_2a,PS.2a.629.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.629.1,It makes a sound because it vibrates.,correct
PS_2a,PS.2a.633.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.633.1,Because when you pull it. It hits your thumb.,contradictory
PS_2a,PS.2a.642.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.642.1,Sound like Pum!,incorrect
PS_2a,PS.2a.643.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.643.1,So it could a sound.,incorrect
PS_2a,PS.2a.644.1,Why does a rubber band make a sound when you pluck it (pull and let go quickly)?,PS.2a.644.1,Because it vibrates and vibration makes Sound.,correct
ST_25b1,ST.25b1.387.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.387.1,To protect the baby seed.,correct
ST_25b1,ST.25b1.388.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.388.1,To protect the seed.,incorrect
ST_25b1,ST.25b1.389.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.389.1,Protect the plant.,contradictory
ST_25b1,ST.25b1.391.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.391.1,Protect skin.,incorrect
ST_25b1,ST.25b1.396.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.396.1,To protect the seed.,incorrect
ST_25b1,ST.25b1.397.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.397.1,To protect the cotyledon.,incorrect
ST_25b1,ST.25b1.399.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.399.1,To protect.,incorrect
ST_25b1,ST.25b1.419.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.419.1,The seed coat hold the seed.,incorrect
ST_25b1,ST.25b1.451.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.451.1,The seed coat is for protection.,incorrect
ST_25b1,ST.25b1.455.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.455.1,Protects the seedlings.,contradictory
ST_25b1,ST.25b1.458.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.458.1,It is what covers the seed.,incorrect
ST_25b1,ST.25b1.461.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.461.1,To protect it.,incorrect
ST_25b1,ST.25b1.462.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.462.1,The seed coat helps keep the seed safe like our skin.,incorrect
ST_25b1,ST.25b1.471.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.471.1,Outer layer protecting the seed.,incorrect
ST_25b1,ST.25b1.473.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.473.1,To protect the seed when it is growing.,contradictory
ST_25b1,ST.25b1.497.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.497.1,Cover.,incorrect
ST_25b1,ST.25b1.498.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.498.1,To protect the seed.,incorrect
ST_25b1,ST.25b1.524.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.524.1,It protects cotyledon and embryo.,incorrect
ST_25b1,ST.25b1.529.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.529.1,Protects the cotyledon and embryo.,incorrect
ST_25b1,ST.25b1.530.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.530.1,Protect the baby plant.,incorrect
ST_25b1,ST.25b1.540.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.540.1,Protects the embryo.,incorrect
ST_25b1,ST.25b1.558.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.558.1,Protects the seed.,incorrect
ST_25b1,ST.25b1.561.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.561.1,Protect the seed.,incorrect
ST_25b1,ST.25b1.563.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.563.1,It protects the seed from harm.,incorrect
ST_25b1,ST.25b1.564.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.564.1,Shell.,incorrect
ST_25b1,ST.25b1.568.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.568.1,The protection of the seed.,incorrect
ST_25b1,ST.25b1.569.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.569.1,Protects the seed.,incorrect
ST_25b1,ST.25b1.570.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.570.1,Protects the seed.,incorrect
ST_25b1,ST.25b1.571.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.571.1,Protects the seed.,incorrect
ST_25b1,ST.25b1.572.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.572.1,A hard outer covering to act protects the cotyledon.,incorrect
ST_25b1,ST.25b1.573.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.573.1,Protects the seed.,incorrect
ST_25b1,ST.25b1.577.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.577.1,Seed coat cracks.,incorrect
ST_25b1,ST.25b1.596.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.596.1,The seed coat protects the seed web germinating.,correct
ST_25b1,ST.25b1.597.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.597.1,This is the outer layer that covers the seed.,incorrect
ST_25b1,ST.25b1.632.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.632.1,Protects the seed so it can grow.,correct
ST_25b1,ST.25b1.640.1,Look at the picture of the bean seedling shortly after germination. Describe the function of each of the parts: seed coat.,ST.25b1.640.1,Protect the cotyledon.,incorrect
SE_47b,SE.47b.117.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.117.1,Why I chose the dark green sheeting was because the darker color absorbs heat.,correct
SE_47b,SE.47b.150.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.150.1,It is darker and it will probably heat faster.,incorrect
SE_47b,SE.47b.151.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.151.1,Because dark green is a dark color like black that way dark green absorbs more heat.,correct
SE_47b,SE.47b.157.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.157.1,"Because if you put dark green, it will absorb the heat from the sun fast, because it is a dark color.",correct
SE_47b,SE.47b.165.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.165.1,She should use the dark green because it will absorb more heat.,incorrect
SE_47b,SE.47b.192.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.192.1,When they put a piece of plastic bag on the bottom it will heat up a little bit.,incorrect
SE_47b,SE.47b.247.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.247.1,The darker the color the faster it would heat up.,incorrect
SE_47b,SE.47b.265.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.265.1,Because it is dark green and dark colors heat faster than light colors.,incorrect
SE_47b,SE.47b.331.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.331.1,The green is almost like black and the darker the sheeting is its color attracts the sun and heats up the pool.,correct
SE_47b,SE.47b.332.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.332.1,I chose that one because the sun might reflect it back and almost every dark color are the ones who makes it hot.,incorrect
SE_47b,SE.47b.335.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.335.1,I pick B because I think it is ok alright.,incorrect
SE_47b,SE.47b.384.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.384.1,Because the dark green will absorb the heat.,incorrect
SE_47b,SE.47b.386.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.386.1,If she uses dark plastic the water will heat up more quickly.,correct
SE_47b,SE.47b.388.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.388.1,Because dark green absorbs heat and yellow reflects heat.,correct
SE_47b,SE.47b.418.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.418.1,Because the darker plastic will absorb the heat and it will heat the pool faster.,incorrect
SE_47b,SE.47b.419.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.419.1,I chose dark green because dark colors attract the sun.,correct
SE_47b,SE.47b.493.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.493.1,Because the color black or dark colors will absorb the heat then transfer it to the water.,incorrect
SE_47b,SE.47b.494.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.494.1,I chose to put the green plastic because if the color is dark then the sun gets attracted to the dark color which makes it heat up faster.,correct
SE_47b,SE.47b.497.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.497.1,I choose B because if you use a light color the solar energy will reflect off it if you use a dark color it will absorb the solar energy.,correct
SE_47b,SE.47b.499.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.499.1,Darker colors will heat up faster.,incorrect
SE_47b,SE.47b.502.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.502.1,I chose B because dark green is the darkest color and dark colors absorbs the sun's energy.,correct
SE_47b,SE.47b.505.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.505.1,Because dark colors absorb heat and energy.,incorrect
SE_47b,SE.47b.507.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.507.1,"Because dark colors absorb the heat, and light colors do not. They reflect them.",incorrect
SE_47b,SE.47b.508.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.508.1,Because yellow is a light color and would reflect the sun's energy.,contradictory
SE_47b,SE.47b.510.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.510.1,I chose that answer because yellow reflects heat and dark stuff keep heat.,incorrect
SE_47b,SE.47b.513.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.513.1,"Because when you have a dark color it absorbs more of the heat, so that is why Sue should put dark green at the bottom of the pool.",correct
SE_47b,SE.47b.514.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.514.1,The darker the plastic the quicker the water will heat up.,incorrect
SE_47b,SE.47b.515.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.515.1,"Dark green is a darker color than yellow, therefore it will heat hotter and faster.",incorrect
SE_47b,SE.47b.521.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.521.1,"I chose it because dark green is darker than yellow, and because the green absorbs heat and yellow reflects.",incorrect
SE_47b,SE.47b.527.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.527.1,A dark color can be reflected by the sun and it could heat up the wading pool's water.,contradictory
SE_47b,SE.47b.530.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.530.1,Because dark color absorbs more sunlight.,incorrect
SE_47b,SE.47b.536.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.536.1,Dark green because darker colors heat faster they attract the sun.,correct
SE_47b,SE.47b.547.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.547.1,Because it is darker than yellow so it might attract to the sun to make the pool hotter.,incorrect
SE_47b,SE.47b.558.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.558.1,Because heat is absorbed by dark colors.,incorrect
SE_47b,SE.47b.572.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.572.1,Because the darker the color the faster it will heat up.,incorrect
SE_47b,SE.47b.613.1,Sue bought a white wading pool for her grandchildren. She wanted to heat up the water as fast as possible. She thought that if she put plastic sheeting in the bottom of the pool it might heat up the water faster. She had a sheet of yellow plastic and a sheet of dark green plastic. What should Sue do to heat the water as fast as possible? A. Put the yellow sheeting on the bottom of the pool. (B. Put the dark green sheeting on the bottom of the pool.) C. Put no sheeting on the bottom of the pool; leave it white. Explain why you chose that answer.,SE.47b.613.1,Anything that is dark could be just like black.,incorrect
MX_42a,MX.42a.101.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.101.1,The solid was too big to go through the filter paper.,correct
MX_42a,MX.42a.106.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.106.1,Because the little piece of the liquid and the undissolved is bigger.,correct
MX_42a,MX.42a.126.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.126.1,It is separate because the paper filter is liquid.,incorrect
MX_42a,MX.42a.172.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.172.1,Because the solid is too heavy to go through the paper.,incorrect
MX_42a,MX.42a.291.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.291.1,Solid is too big to go through the filter hole. Liquid is just water that can go through almost anything.,correct
MX_42a,MX.42a.389.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.389.1,Because the filter cannot hold the water because the filter already has water in it.,incorrect
MX_42a,MX.42a.394.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.394.1,"The holes in the filter are smaller than the solid particles, and the water particles are smaller than the holes, so the water goes through the filter while the solid will not go through.",correct
MX_42a,MX.42a.397.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.397.1,Because the particle size was too big and the filter could not hold any more water because it was wet.,incorrect
MX_42a,MX.42a.423.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.423.1,"Because when the solid touches the side, it sticks.",incorrect
MX_42a,MX.42a.432.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.432.1,Because the solid was bigger than the liquid so it got stuck!,correct
MX_42a,MX.42a.448.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.448.1,Because she did not wet the filter and when she put the water they got wet.,incorrect
MX_42a,MX.42a.452.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.452.1,Because the materials are too big to go through the holes but the water is not too big to go through the holes in the filter.,correct
MX_42a,MX.42a.453.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.453.1,It stays in the filter because the solid material does not count as the solution.,incorrect
MX_42a,MX.42a.454.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.454.1,The solid does not go through the filter like the liquid because the liquid is small enough to go through the filter but the solid is too large.,correct
MX_42a,MX.42a.458.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.458.1,Because it is a thick.,incorrect
MX_42a,MX.42a.462.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.462.1,Because the holes in the filter are too small for the solid to go through them.,correct
MX_42a,MX.42a.466.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.466.1,The solid stayed in because it was too big to go through the microscopic holes in the filter paper.,correct
MX_42a,MX.42a.470.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.470.1,The solid stays in the filter because the particles are too big to go through but dissolved can go through because the particles are small enough.,correct
MX_42a,MX.42a.472.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.472.1,It stays at the top because it is too big to go through the filter and the water is just a liquid.,correct
MX_42a,MX.42a.473.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.473.1,The solid is hard. It cannot go through because it is not a liquid.,incorrect
MX_42a,MX.42a.490.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.490.1,Because the solute in the saturated solution dissolved and were dispersed equally. The material that did not go through was too big to go through.,correct
MX_42a,MX.42a.497.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.497.1,Because the materials are stuck together with water and cannot go through the tiny holes in the filter.,incorrect
MX_42a,MX.42a.502.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.502.1,Because when the water goes through the filter some water stays which helps the filter catch the sugar.,incorrect
MX_42a,MX.42a.524.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.524.1,Because it is too thick to slide down the filter.,correct
MX_42a,MX.42a.532.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.532.1,Because the solid stay because it is too big and water it can just go through things like that.,correct
MX_42a,MX.42a.540.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.540.1,Because they are big.,incorrect
MX_42a,MX.42a.543.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.543.1,The solid stayed in because it was not as watery and it was bigger chucks. The liquid is watery and so it went through.,incorrect
MX_42a,MX.42a.559.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.559.1,The solid stays in the filter because the filter's holes are too small for the liquid to go through.,incorrect
MX_42a,MX.42a.562.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.562.1,Because paper absorbent and solids cannot go through solids.,incorrect
MX_42a,MX.42a.563.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.563.1,The liquid was too big to go through the holes.,incorrect
MX_42a,MX.42a.567.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.567.1,Because in the filter paper there are little holes!,correct
MX_42a,MX.42a.568.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.568.1,The solid would be too big to pass through the small holes in the filter paper.,correct
MX_42a,MX.42a.575.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.575.1,The solid stays because its particle size was too large to go through the filter.,correct
MX_42a,MX.42a.596.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.596.1,Because water goes through the paper and the salt is not water.,incorrect
MX_42a,MX.42a.604.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.604.1,Because the liquid is a substance that can go through most objects with small or tiny holes and solid cannot.,incorrect
MX_42a,MX.42a.607.1,"Joanne mixed material R and material D together, added water, and stirred. After a few minutes, the liquid was clear and there was a solid on the bottom of the cup. Joanne used a paper filter to separate the solid from the liquid. Why does the solid stay in the filter when the liquid goes through?",MX.42a.607.1,Because the solid did not dissolve.,incorrect
ME_30,ME.30.101.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.101.1,The car is made of iron or steel.,correct
ME_30,ME.30.105.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.105.1,Cars have iron or steel in them so they might attract to the magnets.,correct
ME_30,ME.30.107.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.107.1,If the car stops and waits a little while then the stoplight changes on the other side so the car can go.,incorrect
ME_30,ME.30.108.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.108.1,It is iron or steel.,correct
ME_30,ME.30.111.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.111.1,It stop the magnet.,incorrect
ME_30,ME.30.113.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.113.1,It might hit the electricity to make it work.,incorrect
ME_30,ME.30.115.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.115.1,The car is made of iron and steel and magnets only stick to iron or steel. So when the car stops it triggers the stoplight.,correct
ME_30,ME.30.118.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.118.1,Cars are made of steel and steel is attracted to magnetism.,correct
ME_30,ME.30.119.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.119.1,The car has iron or steel on it so the magnet sends a signal.,correct
ME_30,ME.30.121.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.121.1,It triggers because the car is made of steel.,correct
ME_30,ME.30.123.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.123.1,If the car goes over the magnet faster than 5 miles per hour it should turn green.,incorrect
ME_30,ME.30.144.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.144.1,The car could be made of iron.,correct
ME_30,ME.30.148.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.148.1,The metal of the tire rim or under the car or the outside of the car except the windows. Only if the metal has iron.,correct
ME_30,ME.30.155.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.155.1,A car can signal the magnet to a light by a car stopping and the other moving.,incorrect
ME_30,ME.30.159.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.159.1,So the cars can go.,incorrect
ME_30,ME.30.173.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.173.1,It does that because the magnet in the light attracts to the iron on the car.,correct
ME_30,ME.30.180.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.180.1,The car is made out of iron so they can attract.,correct
ME_30,ME.30.181.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.181.1,It might be going too fast.,incorrect
ME_30,ME.30.189.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.189.1,The pipes and poles under the car iron.,correct
ME_30,ME.30.191.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.191.1,There could be a magnet under the ground maybe.,incorrect
ME_30,ME.30.192.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.192.1,It does that because the magnet in the light attracts to the iron on the car.,correct
ME_30,ME.30.193.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.193.1,What triggers it could be when something that is not magnetic like the North and South thing it does not attract!,incorrect
ME_30,ME.30.195.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.195.1,Like a switch.,incorrect
ME_30,ME.30.206.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.206.1,It is filled with magnet and iron and steel.,correct
ME_30,ME.30.207.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.207.1,A box is on the side of the road and it sends a signal to the light.,incorrect
ME_30,ME.30.214.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.214.1,It could send a trigger because the car is made of a type of metal and the magnet would attract.,incorrect
ME_30,ME.30.215.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.215.1,The metal around a car.,incorrect
ME_30,ME.30.217.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.217.1,The car hood can trigger the light to change.,incorrect
ME_30,ME.30.220.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.220.1,When a car stops it will go to the next light.,incorrect
ME_30,ME.30.224.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.224.1,It could attract both metal and then it could change the light.,incorrect
ME_30,ME.30.225.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.225.1,The cars metal parts can attract the magnet which can trigger the light.,incorrect
ME_30,ME.30.228.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.228.1,The metal on the car will try to touch together.,incorrect
ME_30,ME.30.276.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.276.1,The light can stick to the magnet because it is a magnet.,incorrect
ME_30,ME.30.277.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.277.1,By hitting the magnet and sending the force to the light.,incorrect
ME_30,ME.30.293.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.293.1,The magnet can send a signal to the light because the magnet is controlling the light.,incorrect
ME_30,ME.30.313.1,Sometimes a red stoplight changes to green only when a car stops at the light. A type of magnet hidden under the surface of the road triggers the light to turn green. What is it about the car that could trigger a magnet to send a signal to the light?,ME.30.313.1,It could trigger them by if everyone is gone.,incorrect
MX_11f,MX.11f.101.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.101.1,There would be a clear liquid with no solid on the bottom.,incorrect
MX_11f,MX.11f.106.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.106.1,It is going to be clear at the bottom and you will not see anything and I know this because if it does not dissolve in mixture it will not dissolve.,correct
MX_11f,MX.11f.119.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.119.1,It has been a little different.,incorrect
MX_11f,MX.11f.172.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.172.1,"Clear, mixture 3 is clear.",incorrect
MX_11f,MX.11f.176.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.176.1,He would observe that the water is not saturated yet because a mixture 4 it get saturated.,correct
MX_11f,MX.11f.190.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.190.1,It would be a solution. One and 3 have either one spoon or 2 spoons of solid in their mixtures and they are still a solution.,incorrect
MX_11f,MX.11f.219.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.219.1,He would observe nothing you need more spoons to make it saturated. Because mixture 3 has 3 spoons and it is not saturated.,correct
MX_11f,MX.11f.234.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.234.1,He would observe the nothing will be at the bottom.,incorrect
MX_11f,MX.11f.282.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.282.1,He would not observe anything because nothing happened to the other ones either.,incorrect
MX_11f,MX.11f.366.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.366.1,It will dissolve in the cup.,incorrect
MX_11f,MX.11f.388.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.388.1,"Clear and nothing on the bottom because one scoop and 100 milliliters of water has the same results and so does mixture 3, 3 spoons and 100 milliliters water.",correct
MX_11f,MX.11f.390.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.390.1,"Clear, nothing on bottom because mixture one and 3 are that.",correct
MX_11f,MX.11f.391.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.391.1,Clear with nothing on the bottom. Evidence Mixture 3 has more and is clear with nothing on the bottom and mix.,correct
MX_11f,MX.11f.396.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.396.1,"I think that the mixture would be clear with nothing on the bottom, because both mixture one and 3 say that if mixture 3 is not saturated and has more material than 2, 2 would not be saturated either.",incorrect
MX_11f,MX.11f.421.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.421.1,It would not have any particles at the bottom.,correct
MX_11f,MX.11f.426.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.426.1,That the solid dissolved in the solute! That with one spoon. It is clear and with 3 spoons it is clear so the solid will dissolve in the solute!,correct
MX_11f,MX.11f.433.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.433.1,"If mixture 3 is dissolved, and mixture one is not dissolved. Mixture 2 will not be dissolved because it is less concentrated than mixture 3.",contradictory
MX_11f,MX.11f.439.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.439.1,He will see clear and nothing in the bottom because you cannot see nothing in 3.,correct
MX_11f,MX.11f.452.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.452.1,It would dissolve because he has so much water there would be enough space to dissolve the solid.,incorrect
MX_11f,MX.11f.453.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.453.1,Well if solution 3 has more materials and it is dissolved the evidence he would have is solution 2 will be dissolved too.,incorrect
MX_11f,MX.11f.465.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.465.1,"That the solid dissolves because one, 3 dissolves.",incorrect
MX_11f,MX.11f.466.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.466.1,It would dissolve because 100 milliliters of water gives the solid more room to dissolve.,incorrect
MX_11f,MX.11f.467.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.467.1,The solid would dissolve because so did solution one and 3.,incorrect
MX_11f,MX.11f.468.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.468.1,When he put the 2 spoons in the 50 milliliters in of water he will get 2 times for water then mixture.,incorrect
MX_11f,MX.11f.469.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.469.1,2 spoons of solid and 100 milliliters of water and it was clear material on the bottom.,incorrect
MX_11f,MX.11f.471.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.471.1,That there is one dg. one spoon is 5 grams.,incorrect
MX_11f,MX.11f.486.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.486.1,It would look clear and who have nothing on the bottom.,incorrect
MX_11f,MX.11f.494.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.494.1,Well It would be clear because 2 has more solid and is still clear.,incorrect
MX_11f,MX.11f.557.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.557.1,I think he would see the solid dissolve.,incorrect
MX_11f,MX.11f.562.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.562.1,Mixture 2 maybe clear with nothing on the bottom.,incorrect
MX_11f,MX.11f.566.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.566.1,He would observe the solution clear and nothing at the bottom because one and 3 do not have anything at the bottom and if 3 does not have any solute at the bottom 2 would not either.,correct
MX_11f,MX.11f.572.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.572.1,He would observe fizzing in the cups. To evidence this you would put a lot of things in both of the cups.,incorrect
MX_11f,MX.11f.597.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.597.1,Nothing will be on the bottom and it will be clear. Because solution 3 has nothing on the bottom and it is clear.,correct
MX_11f,MX.11f.636.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. If Jim made Mixture 2 with 2 spoons of solid in 100 milliliters of water, what would he observe? What evidence do you have to support this?",MX.11f.636.1,There would be no material of bottom because mixtures does not have any material on bottom.,incorrect
PS_12,PS.12.101.1,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?,PS.12.101.1,"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.",incorrect
PS_12,PS.12.114.1,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?,PS.12.114.1,"By a ping pong ball, a table, a cup full of water, and most of all hitting it too hard.",incorrect
PS_12,PS.12.118.1,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?,PS.12.118.1,Because it vibrates in the water.,incorrect
PS_12,PS.12.138.1,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?,PS.12.138.1,Because it was vibrating. I do not know what it means!,incorrect
PS_12,PS.12.141.1,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?,PS.12.141.1,Because there are vibrations and vibration more and so it was moving in the water so it made it splash.,incorrect
PS_12,PS.12.154.1,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?,PS.12.154.1,By hitting the fork and putting it in the water.,incorrect
PS_12,PS.12.171.1,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?,PS.12.171.1,Because if it splashes it is vibrating so she knows now.,incorrect
PS_12,PS.12.181.1,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?,PS.12.181.1,The vibration that the tuning fork makes.,incorrect
PS_12,PS.12.189.1,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?,PS.12.189.1,Vibrations did.,incorrect
PS_12,PS.12.212.1,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?,PS.12.212.1,Because when you hit it vibrates and it vibrates in the water.,incorrect
PS_12,PS.12.221.1,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?,PS.12.221.1,Because it is the vibration making it splash.,correct
PS_12,PS.12.222.1,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?,PS.12.222.1,Because the vibration makes the water splash.,incorrect
PS_12,PS.12.225.1,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?,PS.12.225.1,It vibrates because you hit it against something hard.,incorrect
PS_12,PS.12.249.1,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?,PS.12.249.1,The tuning fork is metal so when you hit the tuning fork it vibrates to make sound.,correct
PS_12,PS.12.255.1,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?,PS.12.255.1,Because after Mary hit it on a table it vibrated and the vibration made the water splash!,correct
PS_12,PS.12.263.1,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?,PS.12.263.1,Because When you put the tuning fork in the water you can see the vibrations.,incorrect
PS_12,PS.12.323.1,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?,PS.12.323.1,Because you hit it on a wood and that make it vibrate.,incorrect
PS_12,PS.12.332.1,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?,PS.12.332.1,Volume - It got louder. When it splashed it got a kind of noise - quiet noise.,incorrect
PS_12,PS.12.384.1,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?,PS.12.384.1,Because when you hit the tuning fork makes waves.,incorrect
PS_12,PS.12.459.1,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?,PS.12.459.1,Seeing what happens helps understand because you can see what is happening when you do it.,incorrect
PS_12,PS.12.466.1,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?,PS.12.466.1,The vibrations are like digging in the water and make a sound zzzzz!,correct
PS_12,PS.12.486.1,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?,PS.12.486.1,The sound waves travel through the water.,incorrect
PS_12,PS.12.495.1,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?,PS.12.495.1,Because when she hit the tuning against the table and put it in a cup of water and the water splashed.,incorrect
PS_12,PS.12.504.1,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?,PS.12.504.1,Sound travel through water.,incorrect
PS_12,PS.12.524.1,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?,PS.12.524.1,Because it vibrated so since that vibrated she noticed the splash and she thought it must of been vibration.,incorrect
PS_12,PS.12.531.1,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?,PS.12.531.1,Because if you put it in the water it has volume and volume helps make sound.,incorrect
PS_12,PS.12.537.1,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?,PS.12.537.1,It helped Mary understand that the tuning fork makes sounds by vibrating because the water splashed.,correct
PS_12,PS.12.593.1,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?,PS.12.593.1,When the tuning fork is vibrating the would splash because when something is vibrating then something that is touching the tuning fork. So it would vibrate also.,correct
PS_12,PS.12.600.1,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?,PS.12.600.1,Because she can be know that the vibration travel in the water.,incorrect
PS_12,PS.12.602.1,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?,PS.12.602.1,I think it helped because when you see it you can see it vibrates.,incorrect
PS_12,PS.12.610.1,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?,PS.12.610.1,When the water splashed vibration caused it and that is what cause the sound too.,correct
PS_12,PS.12.626.1,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?,PS.12.626.1,That helps because of the vibrations.,incorrect
PS_12,PS.12.629.1,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?,PS.12.629.1,It makes a sound in the water and you know that it makes a sound because the sound vibrates the water and where there is sound there is vibration.,incorrect
PS_12,PS.12.642.1,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?,PS.12.642.1,By putting the tuning fork in the water while still ringing.,incorrect
PS_12,PS.12.643.1,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?,PS.12.643.1,She will what experiment.,incorrect
PS_12,PS.12.644.1,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?,PS.12.644.1,By looking at how it vibrates.,incorrect
ME_7b,ME.7b.102.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.102.1,The motor will run that is how you will know.,correct
ME_7b,ME.7b.105.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.105.1,He will know because the motor will run.,correct
ME_7b,ME.7b.107.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.107.1,He will know it is a conductor if the motor spins.,correct
ME_7b,ME.7b.108.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.108.1,It will conduct electricity.,incorrect
ME_7b,ME.7b.120.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.120.1,He will know because the motor will come on if it is a conductor.,correct
ME_7b,ME.7b.140.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.140.1,Only if the motor works then is a conductor.,correct
ME_7b,ME.7b.143.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.143.1,If the motor starts running.,correct
ME_7b,ME.7b.149.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.149.1,If it runs.,correct
ME_7b,ME.7b.153.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.153.1,If the motor comes on.,correct
ME_7b,ME.7b.154.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.154.1,He will know that it will allow the flow of energy.,correct
ME_7b,ME.7b.155.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.155.1,Lee would know if is a conductor if it runs.,correct
ME_7b,ME.7b.173.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.173.1,He will know because a conductor is not glowing in a circuit.,incorrect
ME_7b,ME.7b.176.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.176.1,You will know it is a conductor because the motor will run.,correct
ME_7b,ME.7b.179.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.179.1,If the objects a conductor the motor should run and electricity will be able to flow.,correct
ME_7b,ME.7b.183.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.183.1,If the motor runs.,correct
ME_7b,ME.7b.190.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.190.1,It will run or turn on if it is a conductor.,correct
ME_7b,ME.7b.192.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.192.1,He will know because the energy will flow in a circle and there will be a open circuit.,incorrect
ME_7b,ME.7b.207.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.207.1,It will run.,correct
ME_7b,ME.7b.208.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.208.1,The object will go.,correct
ME_7b,ME.7b.215.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.215.1,If the light is on or off.,incorrect
ME_7b,ME.7b.216.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.216.1,By doing what I wrote for the first part.,incorrect
ME_7b,ME.7b.224.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.224.1,You will know because it will start to work.,correct
ME_7b,ME.7b.225.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.225.1,He will know the object is a conductor if the energy flows through.,correct
ME_7b,ME.7b.227.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.227.1,He will know if the object is a conductor because the motor will run.,correct
ME_7b,ME.7b.228.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.228.1,If the object is a conductor it will do what it is suppose to do.,incorrect
ME_7b,ME.7b.247.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.247.1,To try it out and see if it is a conductor.,incorrect
ME_7b,ME.7b.250.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.250.1,You will know if the motor runs.,correct
ME_7b,ME.7b.253.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.253.1,You will know if the motor turns on that it is a good conductor.,correct
ME_7b,ME.7b.278.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.278.1,He will know if the motor runs.,correct
ME_7b,ME.7b.280.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.280.1,If it runs.,correct
ME_7b,ME.7b.292.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.292.1,He can put thing on a D-Cell.,incorrect
ME_7b,ME.7b.313.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.313.1,The light bulb will or the motor will make a sound.,incorrect
ME_7b,ME.7b.318.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.318.1,The motor will work and that annoying buzz will come back.,correct
ME_7b,ME.7b.324.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.324.1,Check if is right or not.,incorrect
ME_7b,ME.7b.325.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.325.1,He will know that if the motor runs.,correct
ME_7b,ME.7b.383.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. How will he know if the object is a conductor?,ME.7b.383.1,The motor will run.,correct
SE_3c,SE.3c.115.1,Why does the tree shown in the picture have a shadow?,SE.3c.115.1,If it show on south east the shadow will be facing north east.,incorrect
SE_3c,SE.3c.128.1,Why does the tree shown in the picture have a shadow?,SE.3c.128.1,"In the early afternoon it would look point, north east.",incorrect
SE_3c,SE.3c.139.1,Why does the tree shown in the picture have a shadow?,SE.3c.139.1,The tree has a shadow because the tree blocked the sun from hitting the ground.,correct
SE_3c,SE.3c.140.1,Why does the tree shown in the picture have a shadow?,SE.3c.140.1,"There is a shadow there because the sun is behind it and light cannot go through solid objects. Note, I think that question was kind of dumb.",correct
SE_3c,SE.3c.147.1,Why does the tree shown in the picture have a shadow?,SE.3c.147.1,Because the sun is over it.,incorrect
SE_3c,SE.3c.156.1,Why does the tree shown in the picture have a shadow?,SE.3c.156.1,Because the tree is of front.,incorrect
SE_3c,SE.3c.158.1,Why does the tree shown in the picture have a shadow?,SE.3c.158.1,Because the sun hits the tree with light and part of the tree is breaking it creates a shadow.,correct
SE_3c,SE.3c.162.1,Why does the tree shown in the picture have a shadow?,SE.3c.162.1,Because everything has a shadow and because of the sun.,incorrect
SE_3c,SE.3c.184.1,Why does the tree shown in the picture have a shadow?,SE.3c.184.1,The sun goes over us and we go around.,incorrect
SE_3c,SE.3c.185.1,Why does the tree shown in the picture have a shadow?,SE.3c.185.1,So it could look like a shadow to us.,incorrect
SE_3c,SE.3c.191.1,Why does the tree shown in the picture have a shadow?,SE.3c.191.1,Because the sun is hitting the tree and it is making a shadow.,incorrect
SE_3c,SE.3c.247.1,Why does the tree shown in the picture have a shadow?,SE.3c.247.1,Because the sun is up.,incorrect
SE_3c,SE.3c.248.1,Why does the tree shown in the picture have a shadow?,SE.3c.248.1,The object of the shadow is blocking light so there would be a shadow.,incorrect
SE_3c,SE.3c.260.1,Why does the tree shown in the picture have a shadow?,SE.3c.260.1,"Because the sun is hitting at an object, and making a shadow.",correct
SE_3c,SE.3c.315.1,Why does the tree shown in the picture have a shadow?,SE.3c.315.1,The tree is blocking the sun rays.,correct
SE_3c,SE.3c.332.1,Why does the tree shown in the picture have a shadow?,SE.3c.332.1,Because the sun is on the east part and the trees block the sun.,correct
SE_3c,SE.3c.338.1,Why does the tree shown in the picture have a shadow?,SE.3c.338.1,Because it is an object and it covers part of the sun's brightness.,incorrect
SE_3c,SE.3c.384.1,Why does the tree shown in the picture have a shadow?,SE.3c.384.1,Because when an opaque object stands in the way of light the shadow is what replaces the light that should have been there.,incorrect
SE_3c,SE.3c.388.1,Why does the tree shown in the picture have a shadow?,SE.3c.388.1,Because the tree is in the sun's way so it will cast off a shadow.,correct
SE_3c,SE.3c.404.1,Why does the tree shown in the picture have a shadow?,SE.3c.404.1,Because it either has the light on it or some kind of light on it.,incorrect
SE_3c,SE.3c.495.1,Why does the tree shown in the picture have a shadow?,SE.3c.495.1,"The tree in this picture has a shadow because the tree is something that can be reflected to the ground by the sun, and in this picture, the sun is out.",incorrect
SE_3c,SE.3c.506.1,Why does the tree shown in the picture have a shadow?,SE.3c.506.1,It has a shadow because the sun is facing one part of the tree and the dark part of the tree becomes a shadow.,incorrect
SE_3c,SE.3c.507.1,Why does the tree shown in the picture have a shadow?,SE.3c.507.1,The tree in the picture below has a shadow because the light hits the object and why there a shadow is because the light is being blocked off from front on back of the object.,incorrect
SE_3c,SE.3c.512.1,Why does the tree shown in the picture have a shadow?,SE.3c.512.1,Because the sun is going on it and it is blocking the light.,correct
SE_3c,SE.3c.513.1,Why does the tree shown in the picture have a shadow?,SE.3c.513.1,"Because when a substance of an object blocks light, it creates a shadow.",incorrect
SE_3c,SE.3c.539.1,Why does the tree shown in the picture have a shadow?,SE.3c.539.1,Because the tree is blocking the sunshine.,correct
SE_3c,SE.3c.540.1,Why does the tree shown in the picture have a shadow?,SE.3c.540.1,Because the tree is an object that is blocking the light.,incorrect
SE_3c,SE.3c.547.1,Why does the tree shown in the picture have a shadow?,SE.3c.547.1,Because it blocks the light source that is trying to get through.,correct
SE_3c,SE.3c.562.1,Why does the tree shown in the picture have a shadow?,SE.3c.562.1,Because the sun is up.,incorrect
SE_3c,SE.3c.565.1,Why does the tree shown in the picture have a shadow?,SE.3c.565.1,Because the sun is behind the tree and the shadow is in front of it.,incorrect
SE_3c,SE.3c.580.1,Why does the tree shown in the picture have a shadow?,SE.3c.580.1,The tree has a shadow because there is a sun.,incorrect
SE_3c,SE.3c.602.1,Why does the tree shown in the picture have a shadow?,SE.3c.602.1,The tree has a shadow because it is an object that block a light.,incorrect
SE_3c,SE.3c.608.1,Why does the tree shown in the picture have a shadow?,SE.3c.608.1,The tree shown in the picture has a shadow because tree blocked the light of the sun.,correct
SE_3c,SE.3c.612.1,Why does the tree shown in the picture have a shadow?,SE.3c.612.1,It has a shadow because the tree is blocking the light from getting away.,incorrect
SE_3c,SE.3c.615.1,Why does the tree shown in the picture have a shadow?,SE.3c.615.1,The tree is an object blocking the sun so it has a shadow.,correct
SE_3c,SE.3c.618.1,Why does the tree shown in the picture have a shadow?,SE.3c.618.1,The tree has a shadow because it is blocking the sun's light.,correct
EM_21b,EM.21b.101.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.101.1,Because whichever one scratches is the hardest.,correct
EM_21b,EM.21b.108.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.108.1,Which one makes a deeper scratch.,correct
EM_21b,EM.21b.115.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.115.1,The other one that did not break is the hardest.,incorrect
EM_21b,EM.21b.121.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.121.1,See which one scratched the other.,correct
EM_21b,EM.21b.148.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.148.1,"One will scratch the other one. She should rub the scratch, too. That way she knows if it is a scratch or dust from the other mineral.",correct
EM_21b,EM.21b.149.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.149.1,First you take the black mineral and rub it against the brown mineral. Then see if you can wipe off the mark and if you can the brown one is harder and if you cannot the black one is harder.,correct
EM_21b,EM.21b.155.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.155.1,"She can rub the scratch. If it goes away, the black one is harder. If it stays there, the brown one is harder.",correct
EM_21b,EM.21b.174.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.174.1,The one with scratches or deeper scratches is weaker and the other rock is harder.,correct
EM_21b,EM.21b.178.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.178.1,When she rubs them together and the other one breaks the one that did not break is the hardest.,incorrect
EM_21b,EM.21b.189.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.189.1,Because it will break.,incorrect
EM_21b,EM.21b.206.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.206.1,Scratch test.,incorrect
EM_21b,EM.21b.214.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.214.1,The harder mineral will scratch the color off of the softer one.,correct
EM_21b,EM.21b.223.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.223.1,The one that make a mark. She should also see if stuff comes off when she scratches it.,correct
EM_21b,EM.21b.226.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.226.1,If she does scratch one on the other and one gets a mark that you can to rub off. Then you know the other one is harder.,correct
EM_21b,EM.21b.242.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.242.1,A penny.,incorrect
EM_21b,EM.21b.248.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.248.1,The one with a scratch.,contradictory
EM_21b,EM.21b.251.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.251.1,The mineral with no scratch is the hardest because the other one could not scratch it.,correct
EM_21b,EM.21b.258.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.258.1,The one that scratches the other.,correct
EM_21b,EM.21b.259.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.259.1,Whichever one gets scratched is the softest.,correct
EM_21b,EM.21b.260.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.260.1,Whichever one got scratched.,contradictory
EM_21b,EM.21b.279.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.279.1,Scratch them together.,correct
EM_21b,EM.21b.284.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.284.1,Whichever one that has more scratches.,contradictory
EM_21b,EM.21b.314.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.314.1,Because maybe something will come off.,incorrect
EM_21b,EM.21b.319.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.319.1,The one that does not break.,incorrect
EM_21b,EM.21b.322.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.322.1,By rubbing them together whichever one the chalky stuff comes off of is the hardness.,contradictory
EM_21b,EM.21b.323.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.323.1,The skin of the saltiest will come off.,incorrect
EM_21b,EM.21b.349.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.349.1,The one that does not have a scratch.,correct
EM_21b,EM.21b.358.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.358.1,The one who resists is the hardest.,incorrect
EM_21b,EM.21b.360.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.360.1,Because she can touch and see which is hard.,incorrect
EM_21b,EM.21b.383.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.383.1,If you see a mark that does not mean it is the softest. If it is pushed in that means it is the softest and the harder one there is nothing.,correct
EM_21b,EM.21b.392.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.392.1,The one with a scratch is not the hardest so the other mineral must be hardest.,correct
EM_21b,EM.21b.398.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.398.1,The one that crumbles the most.,incorrect
EM_21b,EM.21b.629.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.629.1,The harder mineral will leave a scratch on the less hard mineral.,correct
EM_21b,EM.21b.631.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.631.1,The harder will leave a scratch on the less hard mineral.,correct
EM_21b,EM.21b.638.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.638.1,The harder mineral will leave a scratch on the less hard mineral.,correct
EM_21b,EM.21b.646.1,Georgia found one brown mineral and one black mineral. How will she know which one is harder?,EM.21b.646.1,The harder will leave a scratch on the other.,correct
VB_22c,VB.22c.381.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.381.1,When it get up to 3 scoops the mass of beans harvested decreases.,correct
VB_22c,VB.22c.384.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.384.1,As the fertilizer increases the beans increase then decrease.,incorrect
VB_22c,VB.22c.394.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.394.1,If you use anything under 3 scoops you will not get your greatest mass. If you use anything over 3 scoops you will also not get your greatest mass.,correct
VB_22c,VB.22c.397.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.397.1,The more scoops of fertilizer the bigger they get. The more scoops of fertilizer the smaller they get.,incorrect
VB_22c,VB.22c.404.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.404.1,As the scoops increase the mass increases until it gets too much fertilizer.,incorrect
VB_22c,VB.22c.406.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.406.1,Once the third scoop is added you are good to go and not to use over 3 scoops.,incorrect
VB_22c,VB.22c.416.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.416.1,It goes up until it gets to 3 it goes down all the way to 6.,incorrect
VB_22c,VB.22c.419.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.419.1,It goes in a pattern like 0 is on 0.2 and like one is on 0.7 and goes from even to odd.,incorrect
VB_22c,VB.22c.423.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.423.1,It tells me that the more water she puts in the plant the heavier it is.,incorrect
VB_22c,VB.22c.429.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.429.1,"The relationship between the number of scoops and the mass of beans is the heavier the bean the more scoops it needs to a plant. Beyond that point, the more scoops it gets the worse it is going to grow.",incorrect
VB_22c,VB.22c.440.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.440.1,Well 3 is the perfect amount because 4 is too many 2 is not enough.,correct
VB_22c,VB.22c.444.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.444.1,"2 and 4 are both the same mass of beans harvest, they are both 1.2 mass.",incorrect
VB_22c,VB.22c.448.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.448.1,Every time she put in scoops it went up until 3 scoops. Then it went down.,incorrect
VB_22c,VB.22c.458.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.458.1,It shows that if you put 0 fertilizer then it is 2.0. If you did one scoop she got 0.7 and if you did 2 you got 1.2 and if you did 3 you get 1.5 and 4 is 1.2 5 is 0.5 6 is 0.0.,correct
VB_22c,VB.22c.462.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.462.1,The graph shows you it keep going up until 4. At 4 probably makes the plant weak and then it keeps going down.,incorrect
VB_22c,VB.22c.466.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.466.1,The relationship between the number of scoops of fertilizer and the mass of beans is that 2 scoops of fertilizer and 4 scoops of fertilizer equal 1.2 kilograms of beans.,incorrect
VB_22c,VB.22c.475.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.475.1,"The green tells you that the relationship between the scoops of fertilizer and mass of beans harvest kilograms, is that they each go apart different.",incorrect
VB_22c,VB.22c.481.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.481.1,When Maya put too less fertilizer the beans weighed very little but when she started putting too much fertilizer the beans also started getting very light. They only time the beans were heavy was when she put 3 scoops. P S not too little not too much.,correct
VB_22c,VB.22c.495.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.495.1,That the mass of the beans it got higher but the more heavier it got it went down.,incorrect
VB_22c,VB.22c.497.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.497.1,That it is going up but at one point it stops and it goes low again.,incorrect
VB_22c,VB.22c.498.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.498.1,The more scoops until 3 the more after that goes down.,incorrect
VB_22c,VB.22c.503.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.503.1,It grows by the scoops get more then stops at a point and go back down.,incorrect
VB_22c,VB.22c.506.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.506.1,It tells me how much Maya used the fertilizer to produce the greatest mass of bean.,incorrect
VB_22c,VB.22c.521.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.521.1,It is going higher by the minute.,incorrect
VB_22c,VB.22c.523.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.523.1,The graph tells us that she put a different mass of beans. And different scoops of fertilizer.,incorrect
VB_22c,VB.22c.530.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.530.1,If she puts too much scoops it goes down if she puts about 3 she gets more.,incorrect
VB_22c,VB.22c.533.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.533.1,When you put 3 it weighs more. If you put a lot like 6 the beans will be dead.,incorrect
VB_22c,VB.22c.535.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.535.1,If there are the mass of the beans and the fertilizer they will be different.,incorrect
VB_22c,VB.22c.542.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.542.1,The mass of beans harvested is getting bigger and higher.,contradictory
VB_22c,VB.22c.545.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.545.1,The mass of beans harvested is getting bigger and the scoops of fertilizer is getting higher.,contradictory
VB_22c,VB.22c.628.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.628.1,If you put 0 scoops 0.2 beans will come out. If you put 4 scoops 1.2 beans will come out.,incorrect
VB_22c,VB.22c.632.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.632.1,"0 scoops it got 0.2, one scoop got 0.7, 2 scoops it got 1.2, 3 scoops got 1.5, 4 scoops it got 1.2.",incorrect
VB_22c,VB.22c.634.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.634.1,The lower the higher the higher the lower.,incorrect
VB_22c,VB.22c.636.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.636.1,That if she puts 3 scoops the beans will have more mass and the more fertilizer the less mass it has.,correct
VB_22c,VB.22c.638.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.638.1,The higher the scoops the more but just 3 and down.,incorrect
VB_22c,VB.22c.648.1,Describe what the graph tells you about the relationship between the number of scoops of fertilizer and the mass of beans harvested?,VB.22c.648.1,At first it gets higher and higher but when it reaches 3 scoops it starts decreasing.,incorrect
ME_17a,ME.17a.101.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.101.1,The light bulb will not work.,contradictory
ME_17a,ME.17a.102.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.102.1,Only the light will light.,correct
ME_17a,ME.17a.105.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.105.1,Nothing will happen.,contradictory
ME_17a,ME.17a.107.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.107.1,The light bulb will light up.,correct
ME_17a,ME.17a.108.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.108.1,It is going to stop.,contradictory
ME_17a,ME.17a.111.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.111.1,The light will come on.,correct
ME_17a,ME.17a.115.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.115.1,The bulb will light.,correct
ME_17a,ME.17a.118.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.118.1,Nothing.,contradictory
ME_17a,ME.17a.119.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.119.1,The bulb will come on.,correct
ME_17a,ME.17a.140.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.140.1,The motor will run.,incorrect
ME_17a,ME.17a.141.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.141.1,The light bulb will run.,correct
ME_17a,ME.17a.142.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.142.1,The light bulb will lit.,correct
ME_17a,ME.17a.146.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.146.1,It will not work.,contradictory
ME_17a,ME.17a.147.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.147.1,It will turn on.,incorrect
ME_17a,ME.17a.159.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.159.1,The motor will run.,contradictory
ME_17a,ME.17a.173.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.173.1,The light bulb will cut on.,correct
ME_17a,ME.17a.178.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.178.1,I will start the motor and light.,correct
ME_17a,ME.17a.179.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.179.1,When she moves the switch to the left the light bulb will turn on.,correct
ME_17a,ME.17a.185.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.185.1,The energy will keep flowing.,incorrect
ME_17a,ME.17a.192.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.192.1,If she moves the switch to the left everything will turn on.,correct
ME_17a,ME.17a.195.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.195.1,The light will run.,correct
ME_17a,ME.17a.206.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.206.1,The light bulb will turn on.,correct
ME_17a,ME.17a.207.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.207.1,The light run.,correct
ME_17a,ME.17a.212.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.212.1,The bulb will light.,correct
ME_17a,ME.17a.214.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.214.1,The motor and light will run.,correct
ME_17a,ME.17a.215.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.215.1,The light and motor goes on.,correct
ME_17a,ME.17a.216.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.216.1,Only the light bulb will light.,correct
ME_17a,ME.17a.226.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.226.1,The light will turn on.,correct
ME_17a,ME.17a.228.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.228.1,If she moves the switch left the motor will not start and the light will not light up.,contradictory
ME_17a,ME.17a.251.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.251.1,The light bulb would light up.,correct
ME_17a,ME.17a.254.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.254.1,The light bulb will turn on.,correct
ME_17a,ME.17a.278.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.278.1,The light bulb will work and the motor will work.,correct
ME_17a,ME.17a.313.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.313.1,It would be a series.,incorrect
ME_17a,ME.17a.314.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.314.1,Both of the receivers will light.,correct
ME_17a,ME.17a.327.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.327.1,It will go off.,contradictory
ME_17a,ME.17a.328.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. What will happen when she moves the switch to the left?,ME.17a.328.1,"When the switch moves to the left, it will work.",incorrect
PS_44,PS.44.104.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.104.1,The small string has the highest pitch than the long one.,correct
PS_44,PS.44.105.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.105.1,It is different because the little string makes a height sound.,correct
PS_44,PS.44.107.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.107.1,The long string is low. And the short string is high.,correct
PS_44,PS.44.110.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.110.1,If the small one is high the big one is low that is what it is for the harp.,correct
PS_44,PS.44.111.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.111.1,"The short string, will make a high sound and a long string will make a low sound. The short string and the long string are different because they are high and low.",correct
PS_44,PS.44.114.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.114.1,If you pluck it make a volume.,incorrect
PS_44,PS.44.118.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.118.1,A short string being plucked is different than the long string being plucked because the long string has the lowest pitch. And the shortest has the highest pitch.,correct
PS_44,PS.44.138.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.138.1,A little string has a high pitch and a big string has a low pitch.,correct
PS_44,PS.44.141.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.141.1,A short string the vibrations go faster so there is a higher pitch.,correct
PS_44,PS.44.142.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.142.1,It is different because the short string has a high pitch and the long string has a low pitch.,correct
PS_44,PS.44.146.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.146.1,"Short string high pitch, long string low pitch.",correct
PS_44,PS.44.152.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.152.1,Because the long one has a lower pitch the littler one has a higher pitch.,correct
PS_44,PS.44.154.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.154.1,How it different is the shorter string has a higher pitch and the long string make a low pitch.,correct
PS_44,PS.44.157.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.157.1,The long string is lower and the short string is louder.,correct
PS_44,PS.44.160.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.160.1,A long string makes a low sound and a short string makes a high sound.,correct
PS_44,PS.44.171.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.171.1,The siren makes it louder.,incorrect
PS_44,PS.44.176.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.176.1,The long one makes a lower sound but the short one be higher.,correct
PS_44,PS.44.181.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.181.1,A shorter string makes a lower pitch and a longer string makes a higher pitch.,contradictory
PS_44,PS.44.183.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.183.1,Smaller string has high pitch and bigger string has lower pitch.,correct
PS_44,PS.44.184.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.184.1,It will be too low if you pluck the short string. It is loud when you pluck the long string.,contradictory
PS_44,PS.44.185.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.185.1,Lowest string has the highest pitch. Highest string has the lowest pitch.,correct
PS_44,PS.44.189.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.189.1,Because if you pluck a short string it will make a high pitch.,correct
PS_44,PS.44.191.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.191.1,The littler string is louder then the big string.,incorrect
PS_44,PS.44.192.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.192.1,When you plucked the shorter string it makes a higher.,correct
PS_44,PS.44.193.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.193.1,The short string is high and the long one is lower.,correct
PS_44,PS.44.195.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.195.1,"The long string is going to be lower, the shorter string is going to be higher.",correct
PS_44,PS.44.212.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.212.1,The small string has a higher pitch because you pluck it and it goes so fast that it has a high pitch.,correct
PS_44,PS.44.217.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.217.1,The long strings make a low pitch sound because the string is long than the others.,correct
PS_44,PS.44.221.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.221.1,The sound of a short string is like a ding a long string sounds like a dong.,correct
PS_44,PS.44.222.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.222.1,The longer string is lower and the shorter string is higher.,correct
PS_44,PS.44.223.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.223.1,The shorter strings make a higher sound because the vibrations do not travel as long.,correct
PS_44,PS.44.228.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.228.1,The short string has a higher pitch the long string has a lower pitch.,correct
PS_44,PS.44.230.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.230.1,The longer the string the lower the pitch.,correct
PS_44,PS.44.241.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.241.1,The small side would have a high pitch Because it vibrates faster.,correct
PS_44,PS.44.249.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.249.1,Well when you pluck the small string it is a louder pitch Because the smaller string is higher the pitch the Bigger the string the lower the pitch.,correct
PS_44,PS.44.261.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.261.1,Long will make a higher pitch short will make a lower pitch.,contradictory
PS_44,PS.44.263.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.263.1,The short string has a higher pitch. The longer string has a lower pitch.,correct
PS_44,PS.44.313.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.313.1,The short string will be High and the long string will be low.,correct
PS_44,PS.44.314.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.314.1,A short string makes a low note because it has less room to vibrate.,contradictory
PS_44,PS.44.316.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.316.1,The short one is louder than the long one.,incorrect
PS_44,PS.44.317.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.317.1,A long string has more room to vibrate so it makes a low sound and it is opposite for a short string.,correct
PS_44,PS.44.319.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.319.1,Because the short one has more air so when you hit it it bring a low sound.,contradictory
PS_44,PS.44.320.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.320.1,The long string got more room to vibrate than the little string.,incorrect
PS_44,PS.44.323.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.323.1,A short string is a higher pitch than lengthier string.,correct
PS_44,PS.44.328.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.328.1,The longer string is low and the shorter string is high.,correct
PS_44,PS.44.329.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.329.1,It could be higher.,correct
PS_44,PS.44.332.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.332.1,The short one would be louder. The long one would be quieter.,incorrect
PS_44,PS.44.333.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.333.1,The longer string will make a lower sound. And the smaller string makes a Higher sound.,correct
PS_44,PS.44.334.1,A harp has strings of different lengths. Describe how the sound of a short string being plucked (pulled and let go quickly) is different from the sound of a long string being plucked.,PS.44.334.1,The short string will make a sound that is high and the long string is low.,correct
MX_52b,MX.52b.385.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.385.1,Because it look a lot like alum.,incorrect
MX_52b,MX.52b.389.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.389.1,I chose it because I looked at the key below and I saw the same shape.,incorrect
MX_52b,MX.52b.391.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.391.1,Because they are the same shape.,incorrect
MX_52b,MX.52b.396.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.396.1,"Because the particles in her dish, look like the ones in the box down below labeled alum.",correct
MX_52b,MX.52b.400.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.400.1,Because on the key alum is a hexagon and a hexagon in the middle with lines going from each point to the point on the hexagon inside.,correct
MX_52b,MX.52b.416.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.416.1,I chose alum because it looks like alum and the mystery solution have the same pattern.,incorrect
MX_52b,MX.52b.431.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.431.1,Because you see the picture in the dish and it looks the same.,incorrect
MX_52b,MX.52b.456.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.456.1,I looked at the crystal shape key and it looks most like alum.,correct
MX_52b,MX.52b.460.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.460.1,Because they look the same.,incorrect
MX_52b,MX.52b.465.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.465.1,Well I look at the key below and I saw the same way it looked at the top.,incorrect
MX_52b,MX.52b.468.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.468.1,Because that is what it is call and we talks about that is what it is call.,incorrect
MX_52b,MX.52b.471.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.471.1,Because I thought it was the best answer.,incorrect
MX_52b,MX.52b.473.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.473.1,I looked at the pictures below and one of them looked like mystery solution looked at it said alum I picked alum.,correct
MX_52b,MX.52b.486.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.486.1,Because crystals look like a small amount and have lines on the side something each crystal has its own shape.,incorrect
MX_52b,MX.52b.490.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.490.1,I looked at the pictures and words and I tried to see which one matched the crystals in the circle.,incorrect
MX_52b,MX.52b.493.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.493.1,Because picture tips of crystal like the same.,incorrect
MX_52b,MX.52b.503.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.503.1,Because that is the picture Emily drew. Crystals have different shapes.,contradictory
MX_52b,MX.52b.528.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.528.1,You can see it on the pictures.,incorrect
MX_52b,MX.52b.533.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.533.1,Just a wild guess.,incorrect
MX_52b,MX.52b.539.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.539.1,Because it showed what alum looks like at the bottom.,incorrect
MX_52b,MX.52b.556.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.556.1,Because they look the same.,incorrect
MX_52b,MX.52b.557.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.557.1,Because they look like they have the same properties.,incorrect
MX_52b,MX.52b.559.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.559.1,"I chose that answer, because the picture look the same.",incorrect
MX_52b,MX.52b.565.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.565.1,Because picture show the exact same thing as alum in the picture below.,correct
MX_52b,MX.52b.595.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.595.1,Because they look the same.,incorrect
MX_52b,MX.52b.600.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.600.1,The alum has the same pattern and it looks the same.,incorrect
MX_52b,MX.52b.601.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.601.1,I chose that answer because it looks the same like the drawing in the circle.,incorrect
MX_52b,MX.52b.606.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.606.1,Because it shows the pictures below.,incorrect
MX_52b,MX.52b.611.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.611.1,I chose that answer because when I look down the picture it look the same as the picture up there.,incorrect
MX_52b,MX.52b.612.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.612.1,Because the picture down below of Epsom salt has no lines or anything.,incorrect
MX_52b,MX.52b.626.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.626.1,Because her drawing looks the same as the one in the shape key.,incorrect
MX_52b,MX.52b.633.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.633.1,The alum in the picture below is a tall hexagon the crystal in the picture above is also a tall hexagon so it led me to the conclusion that they are the same.,correct
MX_52b,MX.52b.638.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.638.1,Because alum looks like the picture above.,correct
MX_52b,MX.52b.639.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.639.1,Because it looks like alum but more crystals.,correct
MX_52b,MX.52b.643.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.643.1,I chose it because on the key it looks the same as the crystal evaporating dish.,incorrect
MX_52b,MX.52b.648.1,"Emily put 20 milliliters of a mystery solution in an evaporation dish. When all the water was gone, she drew the picture of the dish you see here.  Using the crystal-shape key below, what chemical do you think was dissolved in the solution? A. Epsom salt B. Sodium thiosulfate (C. Alum) D. None of the above. Explain why you chose that answer.",MX.52b.648.1,It looks closer than the other.,incorrect
ME_17c,ME.17c.101.1,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?,ME.17c.101.1,The light bulb will work.,incorrect
ME_17c,ME.17c.102.1,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?,ME.17c.102.1,Only the motor will run.,correct
ME_17c,ME.17c.107.1,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?,ME.17c.107.1,The motor will start running.,correct
ME_17c,ME.17c.115.1,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?,ME.17c.115.1,The motor will run.,correct
ME_17c,ME.17c.118.1,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?,ME.17c.118.1,Nothing.,contradictory
ME_17c,ME.17c.119.1,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?,ME.17c.119.1,The motor will run.,correct
ME_17c,ME.17c.120.1,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?,ME.17c.120.1,The motor will turn on if she moves it to the right.,correct
ME_17c,ME.17c.140.1,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?,ME.17c.140.1,The light bulb will light.,incorrect
ME_17c,ME.17c.141.1,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?,ME.17c.141.1,The motor will run.,correct
ME_17c,ME.17c.142.1,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?,ME.17c.142.1,The motor will start.,correct
ME_17c,ME.17c.143.1,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?,ME.17c.143.1,The motor will run.,correct
ME_17c,ME.17c.144.1,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?,ME.17c.144.1,The electricity is moving through the circuit.,correct
ME_17c,ME.17c.146.1,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?,ME.17c.146.1,It will work.,correct
ME_17c,ME.17c.149.1,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?,ME.17c.149.1,It will turn off.,contradictory
ME_17c,ME.17c.159.1,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?,ME.17c.159.1,The bulb will light.,incorrect
ME_17c,ME.17c.176.1,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?,ME.17c.176.1,The motor will work.,correct
ME_17c,ME.17c.178.1,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?,ME.17c.178.1,It will cut off the light and motor.,contradictory
ME_17c,ME.17c.183.1,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?,ME.17c.183.1,It will turn on.,correct
ME_17c,ME.17c.190.1,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?,ME.17c.190.1,It will turn on.,correct
ME_17c,ME.17c.195.1,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?,ME.17c.195.1,The motor will run.,correct
ME_17c,ME.17c.206.1,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?,ME.17c.206.1,The motor will turn on.,correct
ME_17c,ME.17c.207.1,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?,ME.17c.207.1,The motor will work.,correct
ME_17c,ME.17c.215.1,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?,ME.17c.215.1,The motor and light goes on.,correct
ME_17c,ME.17c.216.1,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?,ME.17c.216.1,The motor will only run.,correct
ME_17c,ME.17c.220.1,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?,ME.17c.220.1,The light will turn off.,incorrect
ME_17c,ME.17c.224.1,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?,ME.17c.224.1,It will work.,incorrect
ME_17c,ME.17c.247.1,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?,ME.17c.247.1,The motor will go on.,correct
ME_17c,ME.17c.251.1,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?,ME.17c.251.1,The motor will run.,correct
ME_17c,ME.17c.276.1,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?,ME.17c.276.1,It will light up because everything will work if it is all hooked up.,incorrect
ME_17c,ME.17c.277.1,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?,ME.17c.277.1,The motor will run.,correct
ME_17c,ME.17c.278.1,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?,ME.17c.278.1,When the switch is moved nothing will work.,contradictory
ME_17c,ME.17c.313.1,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?,ME.17c.313.1,It will stay the same it will be a parallel circuit.,contradictory
ME_17c,ME.17c.323.1,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?,ME.17c.323.1,"If you turn the switch to the right, the motor will run.",correct
ME_17c,ME.17c.324.1,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?,ME.17c.324.1,It will come on.,correct
ME_17c,ME.17c.327.1,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?,ME.17c.327.1,It will go on.,correct
EM_35,EM.35.384.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.384.1,You could tell if it has the hardest if most of it came off.,incorrect
EM_35,EM.35.387.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.387.1,If just the penny could scratch and the nickel could not the penny is harder.,correct
EM_35,EM.35.391.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.391.1,Whichever one was damaged most was less hard.,correct
EM_35,EM.35.398.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.398.1,Rub them against a crystal.,incorrect
EM_35,EM.35.403.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.403.1,Which had less scratches.,correct
EM_35,EM.35.408.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.408.1,If it makes a scratch or a little dent.,incorrect
EM_35,EM.35.418.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.418.1,Well she can take the penny and the nickel and rub them together.,correct
EM_35,EM.35.436.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.436.1,The one that is scratched is softer.,correct
EM_35,EM.35.437.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.437.1,She could tell which is harder by getting a rock and seeing if the penny or nickel would scratch it. Whichever one does is harder.,incorrect
EM_35,EM.35.441.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.441.1,Maybe he should scratch even other then when you are done see if one have scratches.,correct
EM_35,EM.35.444.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.444.1,It would tell her because she could scratch the penny on the nickel and the nickel on the penny and see which one is scratched.,contradictory
EM_35,EM.35.487.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.487.1,"In order to tell which is harder, else would have to see if the penny and nickel leave a mark to see which is harder.",correct
EM_35,EM.35.490.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.490.1,By the one that leave a mark on one. That means that that one is harder.,correct
EM_35,EM.35.493.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.493.1,The one that got scratch each penny or a nickel got scratch.,correct
EM_35,EM.35.496.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.496.1,She can scratch it and see which one scratch the rock or mineral.,incorrect
EM_35,EM.35.497.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.497.1,If the penny gets scratched the nickel is harder and if the nickel gets scratched then the penny is harder.,correct
EM_35,EM.35.500.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.500.1,The nickel is the hardest because is you scratch it with a penny it will not scratch but the nickel could because it is so much.,correct
EM_35,EM.35.501.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.501.1,You get a penny or a nickel if one of them scratches the metal it is hard.,correct
EM_35,EM.35.503.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.503.1,She would know because the one that is scratched is the one that is least hard and the one that is not scratched is the one that is hardest.,correct
EM_35,EM.35.507.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.507.1,"How you would know that one of them is harder is for say if the nickel never a scratch the penny, and the penny got scratch by the nickel then the nickel would be harder than the penny that is how you would which one is harder.",correct
EM_35,EM.35.510.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.510.1,The one that got a scratch is not hard.,correct
EM_35,EM.35.561.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.561.1,A paperclip is harder.,incorrect
EM_35,EM.35.565.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.565.1,The one that is harder will scratch the less harder one.,correct
EM_35,EM.35.568.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.568.1,I do not know.,incorrect
EM_35,EM.35.569.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.569.1,Fire.,incorrect
EM_35,EM.35.570.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.570.1,The nickel because it is bigger and it harder.,incorrect
EM_35,EM.35.571.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.571.1,By using your hand.,incorrect
EM_35,EM.35.572.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.572.1,If it left a scratch.,correct
EM_35,EM.35.575.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.575.1,I do not know.,incorrect
EM_35,EM.35.598.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.598.1,The nickel is the heavier and the penny is the lighter.,incorrect
EM_35,EM.35.599.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.599.1,You can rub the penny and the nickel together. The one with the mark and a scratch is the least hardest the one with no mark or scratch is the hardest.,correct
EM_35,EM.35.603.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.603.1,Because of it he you scratch with a penny.,incorrect
EM_35,EM.35.609.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.609.1,Rub them together and whichever one has a scratch or a mark the is softer and the one that has nothing on it is harder.,correct
EM_35,EM.35.616.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.616.1,Rub to penny with nickel and whichever one had a scratch is some.,correct
EM_35,EM.35.632.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.632.1,She would scratch the rocks together the one that scratches is softer.,correct
EM_35,EM.35.647.1,"Carrie wanted to find out which was harder, a penny or a nickel, so she did a scratch test. How would this tell her which is harder?",EM.35.647.1,Nickel is harder.,incorrect
MX_11e,MX.11e.143.1,"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?",MX.11e.143.1,He could use a paper filter decided what he is using or a screen.,incorrect
MX_11e,MX.11e.176.1,"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?",MX.11e.176.1,He could get a filter and pour the solution into to it with a cup under.,incorrect
MX_11e,MX.11e.248.1,"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?",MX.11e.248.1,Jim could separate dissolved water by using a filter. The water turns clear.,incorrect
MX_11e,MX.11e.261.1,"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?",MX.11e.261.1,Let it evaporate.,incorrect
MX_11e,MX.11e.347.1,"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?",MX.11e.347.1,Get a filter paper and pour the dissolve mixture and the solid will stay in the filter.,incorrect
MX_11e,MX.11e.364.1,"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?",MX.11e.364.1,The solid will maybe dry up and water will stay the same.,contradictory
MX_11e,MX.11e.366.1,"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?",MX.11e.366.1,It dissolves and weigh 100 milliliters still.,incorrect
MX_11e,MX.11e.393.1,"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?",MX.11e.393.1,Jim could evaporate the solution. The water would go into the air and turn into a gas but the salt would stay behind.,incorrect
MX_11e,MX.11e.396.1,"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?",MX.11e.396.1,He can evaporate mixture one. The water would become a gas and some kind of crystal would be left.,incorrect
MX_11e,MX.11e.419.1,"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?",MX.11e.419.1,He could filter it and the solid could be in the filter and the water could be in the cup.,contradictory
MX_11e,MX.11e.426.1,"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?",MX.11e.426.1,He could put in a evaporation tray and see the solid material!,correct
MX_11e,MX.11e.432.1,"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?",MX.11e.432.1,Evaporate the water so there is just the solid.,incorrect
MX_11e,MX.11e.438.1,"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?",MX.11e.438.1,"He could evaporate the solution, the water would evaporate and the solid will be left behind.",incorrect
MX_11e,MX.11e.452.1,"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?",MX.11e.452.1,It could evaporate the water from the salt. The solid crystallized and the water turned into a gas called water vapor.,incorrect
MX_11e,MX.11e.455.1,"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?",MX.11e.455.1,"Pour the solution into evaporating dishes. The water evaporates, or turns into a gas, and the solid crystallizes.",correct
MX_11e,MX.11e.457.1,"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?",MX.11e.457.1,He could evaporate the solution and the water would be in the air and the solid would be in the container.,incorrect
MX_11e,MX.11e.459.1,"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?",MX.11e.459.1,It dissolves into the air bubble.,incorrect
MX_11e,MX.11e.464.1,"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?",MX.11e.464.1,"Evaporate. The solid would crystallize, and the water would become vapor and go into the clouds.",incorrect
MX_11e,MX.11e.467.1,"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?",MX.11e.467.1,Put the solution in an evaporation plate and let it dissolve.,incorrect
MX_11e,MX.11e.468.1,"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?",MX.11e.468.1,You can get a coffee filter you pour it in the you wait for it to seep into the coffee filter.,incorrect
MX_11e,MX.11e.471.1,"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?",MX.11e.471.1,Jim could use a coffee filter to separate the solid from the water. Now the water and the solid are separated.,incorrect
MX_11e,MX.11e.491.1,"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?",MX.11e.491.1,Jim could evaporate the solution.,incorrect
MX_11e,MX.11e.496.1,"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?",MX.11e.496.1,He could filter out the dissolved with a dry filter. And the water will be in its own cup.,contradictory
MX_11e,MX.11e.497.1,"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?",MX.11e.497.1,He could filter out the solid. Or evaporate the water.,incorrect
MX_11e,MX.11e.502.1,"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?",MX.11e.502.1,Evaporate the solute. The water dissolves and the solute will turn into crystals.,contradictory
MX_11e,MX.11e.527.1,"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?",MX.11e.527.1,You could let the water evaporate and there will probably be something left over in the dish or cup.,incorrect
MX_11e,MX.11e.541.1,"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?",MX.11e.541.1,He can use a filter.,incorrect
MX_11e,MX.11e.564.1,"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?",MX.11e.564.1,"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
MX_11e,MX.11e.566.1,"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?",MX.11e.566.1,Jim could put the solution in an evaporation dish and the solid will be the crystals and the water will evaporate.,correct
MX_11e,MX.11e.574.1,"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?",MX.11e.574.1,"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.",incorrect
MX_11e,MX.11e.592.1,"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?",MX.11e.592.1,Jim could pour the water onto a plate and have the water evaporate and the solid will crystallize.,correct
MX_11e,MX.11e.605.1,"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?",MX.11e.605.1,You could not do it.,incorrect
MX_11e,MX.11e.635.1,"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?",MX.11e.635.1,Use a filter to separate the. The solid will stay in filter and water will just go through.,contradictory
MX_11e,MX.11e.638.1,"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?",MX.11e.638.1,1. Take a paper filter. 2. Get the filter wet. 3. Pour the mixture in. 4. Let the filter dry. 5. The mixture is separated.,incorrect
MX_11e,MX.11e.640.1,"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?",MX.11e.640.1,He could put it through a filter and then he would be able to see the crystals.,incorrect
SE_16b2,SE.16b2.111.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.111.1,Because there is a 10 centimeters on the graph and put 10 centimeters with one and it will change because it is bigger and more space to store more heat.,incorrect
SE_16b2,SE.16b2.121.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.121.1,It made me think but I had to choose 6 degrees Celsius. I picked between 3 and 9.,incorrect
SE_16b2,SE.16b2.122.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.122.1,I just went halfway into 3 and 9 which were the 10 and 30 centimeters temperature at 10 minutes. But since 20 centimeters was 10 centimeters away from 20 and 30 so I went halfway into 3 and 9 and it was 6 because 6 is 3 spaces away from 3 and 9.,correct
SE_16b2,SE.16b2.124.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.124.1,It will have the same materials like the other containers.,incorrect
SE_16b2,SE.16b2.132.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.132.1,I used subtracting the B from A.,incorrect
SE_16b2,SE.16b2.136.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.136.1,10 Celsius because I will think it would be much in the middle of 10 centimeters and 30 centimeters so that is why I picked 10 Celsius.,contradictory
SE_16b2,SE.16b2.144.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.144.1,Because X 10 minute with 2 Y.,incorrect
SE_16b2,SE.16b2.154.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.154.1,I think that it would be 10 Celsius that is changed.,contradictory
SE_16b2,SE.16b2.162.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.162.1,Because on 10 centimeters is 3 and on 30 centimeters is 9 so in the middle of it is 6.,correct
SE_16b2,SE.16b2.164.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.164.1,By using the graph it is saying that 12 Celsius is in the middle.,contradictory
SE_16b2,SE.16b2.165.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.165.1,Because 20 centimeters is in the middle 10 centimeters and 30 centimeters so I guessed in between.,correct
SE_16b2,SE.16b2.166.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.166.1,If the container is 20 centimeters in width the temperature should be between the 10 centimeters container and the 30 centimeters container.,correct
SE_16b2,SE.16b2.178.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.178.1,"I think the temperature for the new container is smaller, because one is smaller.",incorrect
SE_16b2,SE.16b2.179.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.179.1,I think it would be 10 Celsius because it will take the container less time to get hot.,contradictory
SE_16b2,SE.16b2.191.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.191.1,The new container would be in the middle of A and B. The temperature would have to be something in between 3 Celsius and 9 Celsius.,correct
SE_16b2,SE.16b2.255.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.255.1,Change the container ever 20 minutes.,incorrect
SE_16b2,SE.16b2.319.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.319.1,It will change because it could be it could change different places.,incorrect
SE_16b2,SE.16b2.327.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.327.1,I just times it by how it is or just the way it is.,incorrect
SE_16b2,SE.16b2.339.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.339.1,Because it went by 3 and that is why I pick that number.,incorrect
SE_16b2,SE.16b2.394.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.394.1,Is by the between of 3 Celsius and 9 Celsius 6 Celsius so I looked at 10 and that is how I decided.,correct
SE_16b2,SE.16b2.397.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.397.1,Because I looked at my graph to tell what it would be.,incorrect
SE_16b2,SE.16b2.403.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.403.1,Because I looked at 10 centimeters and looked at 10 minutes and then I thought what was half of 3 and that is how I got my answer.,contradictory
SE_16b2,SE.16b2.496.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.496.1,"I chose 6 Celsius because you would be counting by 3's if there was a 20 centimeters long, because the length of each container was counting by 10's.",correct
SE_16b2,SE.16b2.504.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.504.1,"I decided it by saying to myself, Well 20 centimeters is in between 10 centimeters and 30 centimeters so I will make the temperature in between.",correct
SE_16b2,SE.16b2.507.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.507.1,"Well, 20 centimeters long is in between water heaters A and B, so I looked at their heating temperature between the 2 at 10 minutes then I would estimate what that middle number would be. And it is 6 Celsius.",correct
SE_16b2,SE.16b2.508.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.508.1,I added A and B 10 minutes and divided the sum by 2 and got the average.,correct
SE_16b2,SE.16b2.516.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.516.1,I decided that temperature because a 20 centimeters water heater would probably half of what it is.,incorrect
SE_16b2,SE.16b2.517.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.517.1,Because table is going in a pattern on the 10 minute mark.,incorrect
SE_16b2,SE.16b2.528.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.528.1,Because if you think of it it will be what you are looking for.,incorrect
SE_16b2,SE.16b2.533.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.533.1,I decided it would be 6 Celsius for 10 minutes because it is counting by 3's. Also because the bigger it gets the hotter it would be.,correct
SE_16b2,SE.16b2.542.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.542.1,Because it has the size between 10 centimeters and 3 centimeters and if you look at the table the temperature should be the middle.,correct
SE_16b2,SE.16b2.583.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.583.1,The one that is 20 centimeters longer will not get as hot. Because it is longer. Because the longer it is the more time it takes.,incorrect
SE_16b2,SE.16b2.593.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.593.1,I decided what the temperature was going to be because if you look at 10 minutes it will look like its going up by 3's.,incorrect
SE_16b2,SE.16b2.603.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.603.1,I decide that the temperature is going to be less.,incorrect
SE_16b2,SE.16b2.610.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.610.1,It would be less because it will be smaller than the other solar heater except the 10 centimeters one.,incorrect
SE_16b2,SE.16b2.612.1,"Cory and Rachael set up 3 solar water heaters to see which would show the greatest water temperature change. The containers are shown below. Each is the same height (4 centimeters), and the same width (10 centimeters). Only the lengths are different; Container A is 10 centimeters, Container B is 30 centimeters, and Container C is 40 centimeters. They painted the plastic containers black, filled each with the same amount of water, and put a clear plastic lid on each one. Then they set them out in the sunshine. Here are the data that Cory and Rachael collected: After 10 minutes Container A was 3 degrees Celsius, Container B was 9 degrees Celsius, and Container C was 12 degrees Celsius. Use the graph paper on the next page to graph the temperature change for each container. If Cory and Rachael had a container that was the same height and width as the other containers, but 20 centimeters long, what do you think the temperature change would be after 10 minutes? (6 Celsius) How did you decide what the temperature change would be for the new container?",SE.16b2.612.1,I think the new temperature change would be 6 because I look at it it looks like it adding by 3 so that I would think would be the temperature change.,incorrect
ME_7a,ME.7a.101.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.101.1,He could not because the 2 wires need to be touching.,incorrect
ME_7a,ME.7a.120.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.120.1,He can use the circuit by touching the wires to the object.,correct
ME_7a,ME.7a.141.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.141.1,To see if the energy goes through it or not to make a circuit.,incorrect
ME_7a,ME.7a.146.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.146.1,Lee can touch the wire hangout and the meter will ran.,incorrect
ME_7a,ME.7a.147.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.147.1,The wire have to be together so it can work so if they out They cannot work.,incorrect
ME_7a,ME.7a.148.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.148.1,Put the 2 wires that are off the board and put them to each end of the object. If the motor runs it is a conductor. If the motor does not run it is an insulator.,correct
ME_7a,ME.7a.149.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.149.1,He can by putting the 2 wires together.,incorrect
ME_7a,ME.7a.152.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.152.1,Touch the wires together.,incorrect
ME_7a,ME.7a.153.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.153.1,You can touch one wire on one end and the other on the other side to see if it will run or not.,correct
ME_7a,ME.7a.154.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.154.1,He could get a piece of metal or iron and put it between the 2 wires and turn the switch on or you could put the 2 wires together and turn the switch on.,incorrect
ME_7a,ME.7a.154b.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.154b.1,By putting the object on the 2 wires.,correct
ME_7a,ME.7a.155.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.155.1,He can put all the wires together to make a circle and have that run.,incorrect
ME_7a,ME.7a.173.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.173.1,You can touch those 2 wires together to contract electricity.,incorrect
ME_7a,ME.7a.174.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.174.1,Lee can put the object in the middle of the wires hanging down. Then you put the wires against the sides of the object.,correct
ME_7a,ME.7a.190.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.190.1,It will work.,incorrect
ME_7a,ME.7a.195.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.195.1,By putting the wires together.,incorrect
ME_7a,ME.7a.206.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.206.1,He could get a light bulb and try it out or he could get another battery.,incorrect
ME_7a,ME.7a.207.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.207.1,You can turn it on.,incorrect
ME_7a,ME.7a.208.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.208.1,By connecting 2 wires together.,incorrect
ME_7a,ME.7a.214.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.214.1,He can use the circuit by seeing if the object does anything if it works it is a conductor if it does not then it is an insulator.,incorrect
ME_7a,ME.7a.215.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.215.1,Connect the 2 wires to a light bulb.,incorrect
ME_7a,ME.7a.224.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.224.1,He can use the circuit to see if it will start to work.,incorrect
ME_7a,ME.7a.226.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.226.1,He can put the 2 wires at the bottom of the picture together and the things will start to move.,contradictory
ME_7a,ME.7a.227.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.227.1,He can use the circuit to test the object because all he needs to do is put the ends of wire together.,incorrect
ME_7a,ME.7a.228.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.228.1,He can use the circuit to test the object because the circuit will help the thing do what it is supposed to do.,incorrect
ME_7a,ME.7a.245.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.245.1,He can use it by putting it to an object and see if the meter will run.,incorrect
ME_7a,ME.7a.247.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.247.1,Start putting the wires on something and see if the motor will go put it to a metal and it might make the motor go.,incorrect
ME_7a,ME.7a.250.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.250.1,The 2 wires from the switch board and the D-cell. You take the wires and put them up to something and if the motor run it conducts electricity.,correct
ME_7a,ME.7a.251.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.251.1,He can put the 2 wires that are connected to the circuit and put it touching something.,correct
ME_7a,ME.7a.253.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.253.1,You have to put the object between the 2 wires.,correct
ME_7a,ME.7a.254.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.254.1,Lee can test some things on this objects and see if it works.,incorrect
ME_7a,ME.7a.256.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.256.1,Put it on something metal or a screw or a desk.,incorrect
ME_7a,ME.7a.278.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.278.1,You can put it between the 2 wires if it makes the motor work but if it does not then it is an insulator.,correct
ME_7a,ME.7a.314.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.314.1,She can put the wire to the other half of the D-cell and the switch and make it work.,incorrect
ME_7a,ME.7a.318.1,Lee has an object he wants to test to see if it is an insulator or a conductor. He is going to use the circuit you see in the picture. Explain how he can use the circuit to test the object.,ME.7a.318.1,"To run the motor use metal, but fabric will not work on it.",incorrect
EM_21a,EM.21a.137.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.137.1,She can do a scratch test and see which one is harder.,incorrect
EM_21a,EM.21a.139.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.139.1,Scratch one against the other.,correct
EM_21a,EM.21a.185.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.185.1,Rub them together.,incorrect
EM_21a,EM.21a.277.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.277.1,By scratching them.,incorrect
EM_21a,EM.21a.278.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.278.1,Rubbing them together.,incorrect
EM_21a,EM.21a.279.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.279.1,Scratch them together.,correct
EM_21a,EM.21a.280.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.280.1,Scratch them against each other.,correct
EM_21a,EM.21a.284.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.284.1,Use her fingernail.,incorrect
EM_21a,EM.21a.311.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.311.1,A rock scratch.,incorrect
EM_21a,EM.21a.314.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.314.1,Use your fingernail.,incorrect
EM_21a,EM.21a.391.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.391.1,Scratch the 2 together.,correct
EM_21a,EM.21a.397.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.397.1,Scratch one against the other.,correct
EM_21a,EM.21a.405.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.405.1,She can use her nail and penny.,incorrect
EM_21a,EM.21a.408.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.408.1,Scratch them together.,correct
EM_21a,EM.21a.435.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.435.1,Georgia could rub them together.,incorrect
EM_21a,EM.21a.436.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.436.1,Scratch them together.,correct
EM_21a,EM.21a.459.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.459.1,Scratch the minerals together.,correct
EM_21a,EM.21a.471.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.471.1,From scratching with another minerals.,incorrect
EM_21a,EM.21a.508.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.508.1,She can scratch them together and the one with the mark is the soft one.,correct
EM_21a,EM.21a.510.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.510.1,She can scratch it together and look and see which leave a scratch.,correct
EM_21a,EM.21a.525.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.525.1,She could rub them together.,incorrect
EM_21a,EM.21a.529.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.529.1,Georgia could rub them together.,correct
EM_21a,EM.21a.547.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.547.1,She could rub them together.,incorrect
EM_21a,EM.21a.565.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.565.1,Scratch the 2 rocks together.,correct
EM_21a,EM.21a.570.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.570.1,By rubbing them together and touching them.,incorrect
EM_21a,EM.21a.571.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.571.1,With her nail.,incorrect
EM_21a,EM.21a.572.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.572.1,Rub them together.,correct
EM_21a,EM.21a.575.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.575.1,Rub them together.,incorrect
EM_21a,EM.21a.576.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.576.1,Rubbing them together.,incorrect
EM_21a,EM.21a.594.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.594.1,"She can rub them together and switch, if there is a mark on it and it goes away, it is hard.",correct
EM_21a,EM.21a.627.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.627.1,Rub them together to see if scratch the other.,correct
EM_21a,EM.21a.632.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.632.1,Rub them together.,incorrect
EM_21a,EM.21a.633.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.633.1,"Rub them together, see which will scratch the other.",correct
EM_21a,EM.21a.636.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.636.1,Rub them together and see if you can scratch it harder.,correct
EM_21a,EM.21a.638.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.638.1,Rub them together and see if one scratches the other.,correct
EM_21a,EM.21a.646.1,Georgia found one brown mineral and one black mineral. How can she test them for hardness using only the 2 minerals (no tools)?,EM.21a.646.1,Rub them to see if one scratches the other.,correct
ME_17b,ME.17b.101.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.101.1,It will happen because that is turning the switch off or opening the switch.,contradictory
ME_17b,ME.17b.105.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.105.1,Nothing will happen because you have to have a switch in front of the negative side to have it work.,contradictory
ME_17b,ME.17b.107.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.107.1,That will happen because it will make a complete circuit with the bulb.,correct
ME_17b,ME.17b.111.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.111.1,Because the battery is hooked to the switch that why.,incorrect
ME_17b,ME.17b.115.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.115.1,"It is completing the circuit, but the motor is not connected to a complete circuit, but the bulb is.",correct
ME_17b,ME.17b.118.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.118.1,Because it is not complete.,contradictory
ME_17b,ME.17b.120.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.120.1,This will happen because the switch is turning that way making a complete circuit.,correct
ME_17b,ME.17b.143.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.143.1,Because it makes a complete circuit.,correct
ME_17b,ME.17b.149.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.149.1,It is like turning on a light switch.,incorrect
ME_17b,ME.17b.155.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.155.1,That would happen because the bulb is on the left and the electricity will be flowing that way.,correct
ME_17b,ME.17b.159.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.159.1,It lets electricity go through.,correct
ME_17b,ME.17b.173.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.173.1,It will happen because electricity is flowing to the light bulb.,correct
ME_17b,ME.17b.179.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.179.1,That will happen because the switch will touch the wire and electricity will be able to flow.,correct
ME_17b,ME.17b.180.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.180.1,It will happen because the motor and the bulb are not connected on the same wires.,correct
ME_17b,ME.17b.183.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.183.1,It is a circle.,correct
ME_17b,ME.17b.189.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.189.1,She will make a circle.,correct
ME_17b,ME.17b.191.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.191.1,"It will happen because right now it is a closed circuit, so if she moves it to the left it will be an open circuit.",contradictory
ME_17b,ME.17b.192.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.192.1,That will happen because there is an open circuit so the electricity will travel to the source.,contradictory
ME_17b,ME.17b.193.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.193.1,"Well, it is going out too far, far enough to not work.",incorrect
ME_17b,ME.17b.195.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.195.1,It will happen because it is in a running place.,incorrect
ME_17b,ME.17b.206.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.206.1,It will happen because the switch is channeling the electricity to the light bulb.,correct
ME_17b,ME.17b.247.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.247.1,Because if she would just move the it will light up the light bulb.,incorrect
ME_17b,ME.17b.251.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.251.1,That happens because if you move it to the left she just closed that circuit.,correct
ME_17b,ME.17b.253.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.253.1,Because left is to turn on and right is to turn off.,incorrect
ME_17b,ME.17b.256.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.256.1,Because the D-cell is in the middle.,incorrect
ME_17b,ME.17b.276.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.276.1,If she move the battery back it will light up.,incorrect
ME_17b,ME.17b.277.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.277.1,That is one circuit.,incorrect
ME_17b,ME.17b.278.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.278.1,That will happen because the switch will be closed.,correct
ME_17b,ME.17b.280.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.280.1,Because it is closed and when it is closed it runs.,correct
ME_17b,ME.17b.291.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.291.1,I learned it in class.,incorrect
ME_17b,ME.17b.292.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.292.1,Because the bulb is not in a circuit.,contradictory
ME_17b,ME.17b.313.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.313.1,Because it could not be a parallel circuit.,incorrect
ME_17b,ME.17b.314.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.314.1,I think that because it is able to do that.,incorrect
ME_17b,ME.17b.327.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.327.1,Because it is on an.,incorrect
ME_17b,ME.17b.328.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the bulb light when she moves the switch to the left?,ME.17b.328.1,It will because as long as there is a connection and it goes from the negative to the positive.,correct
LP_16d,LP.16d.106.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.106.1,It is harder to use this system than to use a single fixed pulley system.,incorrect
LP_16d,LP.16d.137.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.137.1,You have to pull up and in the other system you will pull down.,correct
LP_16d,LP.16d.142.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.142.1,The system is single movable system but the single fixed is easier to pull down.,incorrect
LP_16d,LP.16d.149.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.149.1,Pull down.,contradictory
LP_16d,LP.16d.152.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.152.1,It has direction advantage it can go up and down.,correct
LP_16d,LP.16d.179.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.179.1,In a single fixed gravity creates a directional advantage. But in this one gravity pulls against you when pulling up.,correct
LP_16d,LP.16d.212.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.212.1,You have to pull more ropes and a single fixed requires more effort.,incorrect
LP_16d,LP.16d.214.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.214.1,You have to use more effort because you pull down.,contradictory
LP_16d,LP.16d.244.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.244.1,The amount of ropes supporting it.,incorrect
LP_16d,LP.16d.263.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.263.1,Single fixed pulley system a smaller effort and only one mechanical advantage.,incorrect
LP_16d,LP.16d.290.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.290.1,Single fixed only has one rope connected to the load.,incorrect
LP_16d,LP.16d.314.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.314.1,It would make it harder because if you divide 360 by how many supporting ropes a single fixed pulley has which is one then it would be 360 newtons for the effort that is 180 newtons harder to lift the load.,incorrect
LP_16d,LP.16d.333.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.333.1,There are more materials.,incorrect
LP_16d,LP.16d.346.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.346.1,You do not have to pull much rope with the single fixed but it is heavier.,incorrect
LP_16d,LP.16d.350.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.350.1,"The other disadvantage to this system is the effort is going up, so gravity is working against you.",correct
LP_16d,LP.16d.353.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.353.1,The disadvantage is distance in this one and in a single fixed it is that the load's weight stays the same the whole time.,incorrect
LP_16d,LP.16d.354.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.354.1,This system would take longer to set up.,incorrect
LP_16d,LP.16d.356.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.356.1,Another disadvantage would be you have to pull more rope to get it where you want it to go.,incorrect
LP_16d,LP.16d.357.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.357.1,The effort is going up which makes it harder.,correct
LP_16d,LP.16d.364.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.364.1,"You would have to pull 3 times as much on this than you would a single fixed. Also, it is easier to pull down than up.",correct
LP_16d,LP.16d.382.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.382.1,"In a single fixed you have directional advantage, and you pull the rope as far as the load moves, but a single fixed or single movable up has no directional advantage, and you have to pull the rope 3 times as far.",correct
LP_16d,LP.16d.385.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.385.1,"You have to pull up. It may give you mechanical advantage, but it does not give you directional advantage so it takes just as much work.",correct
LP_16d,LP.16d.387.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.387.1,"Single fixed you can pull down, which does not give you a mechanical advantage. But you do not pull the rope farther than the load.",correct
LP_16d,LP.16d.389.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.389.1,This pulley system gives you a mechanical advantage the single fixed gives directional advantage.,correct
LP_16d,LP.16d.419.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.419.1,Distance.,incorrect
LP_16d,LP.16d.498.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.498.1,Another disadvantage might be that you cannot lift the load as high as you can in the single fixed because you are using more string.,incorrect
LP_16d,LP.16d.499.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.499.1,You have to pull twice as much rope to lift the load.,incorrect
LP_16d,LP.16d.571.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.571.1,A mechanical advantage. A single fixed pulley gives you a directional advantage.,correct
LP_16d,LP.16d.592.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.592.1,Another disadvantage might be the size of the load. 360 newtons is quite a large load to be pulling upward!,correct
LP_16d,LP.16d.610.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.610.1,You have to use less effort.,incorrect
LP_16d,LP.16d.631.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.631.1,"Compared to a single fixed pulley system, you would not have a directional advantage.",correct
LP_16d,LP.16d.632.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.632.1,You do not have a directional advantage.,correct
LP_16d,LP.16d.638.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.638.1,You have to pull up on this pulley system. On the single fixed you get a directional advantage.,correct
LP_16d,LP.16d.647.1,Look at the illustration of the pulley system at the right to answer the questions. What additional disadvantages might there be to this system compared to a single fixed pulley system?,LP.16d.647.1,This system has a directional disadvantage and the single fixed has a mechanical disadvantage.,correct
VB_15a,VB.15a.381.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.381.1,Where she threw the ball.,correct
VB_15a,VB.15a.384.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.384.1,Where you throw the ball from.,correct
VB_15a,VB.15a.388.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.388.1,Throwing the ball from the same line.,correct
VB_15a,VB.15a.397.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.397.1,"The size, mass, and whether or not they take a running start, stay in front of the line or 2 step start.",incorrect
VB_15a,VB.15a.399.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.399.1,Where they throw their ball from.,correct
VB_15a,VB.15a.401.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.401.1,They controlled where they throw their ball.,correct
VB_15a,VB.15a.404.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.404.1,Where they threw.,correct
VB_15a,VB.15a.416.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.416.1,That they all threw their ball at the same place.,correct
VB_15a,VB.15a.419.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.419.1,The girls controlled the basketball and baseball. Also a football.,incorrect
VB_15a,VB.15a.423.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.423.1,They all used a ball.,incorrect
VB_15a,VB.15a.429.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.429.1,Where they let go of the ball.,correct
VB_15a,VB.15a.432.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.432.1,How far the balls went in the field.,incorrect
VB_15a,VB.15a.440.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.440.1,They had to throw at a line.,correct
VB_15a,VB.15a.444.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.444.1,They all threw the ball at the line.,correct
VB_15a,VB.15a.452.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.452.1,Where they threw it from.,correct
VB_15a,VB.15a.458.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.458.1,Where they threw their ball from.,correct
VB_15a,VB.15a.466.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.466.1,The variable the girls controlled was the way they threw the ball.,incorrect
VB_15a,VB.15a.471.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.471.1,They controlled the line.,correct
VB_15a,VB.15a.477.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.477.1,The variable they controlled was bringing their own balls.,incorrect
VB_15a,VB.15a.483.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.483.1,Where the place they had to throw the ball from.,correct
VB_15a,VB.15a.489.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.489.1,The controlled the line where they were going to throw the ball.,correct
VB_15a,VB.15a.496.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.496.1,Throwing the ball.,incorrect
VB_15a,VB.15a.501.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.501.1,The balls.,incorrect
VB_15a,VB.15a.503.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.503.1,She controlled her energy to throw more.,incorrect
VB_15a,VB.15a.511.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.511.1,"How they stood in the line, and how far they are.",correct
VB_15a,VB.15a.523.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.523.1,The line.,correct
VB_15a,VB.15a.525.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.525.1,They threw the balls.,incorrect
VB_15a,VB.15a.530.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.530.1,They all threw the ball at the line.,correct
VB_15a,VB.15a.535.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.535.1,The way they stand at the line.,correct
VB_15a,VB.15a.537.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.537.1,How far the ball goes behind the line.,incorrect
VB_15a,VB.15a.545.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.545.1,How high it will go.,incorrect
VB_15a,VB.15a.626.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.626.1,Staying at the line.,correct
VB_15a,VB.15a.628.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.628.1,Kinds of balls.,incorrect
VB_15a,VB.15a.632.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.632.1,The line.,correct
VB_15a,VB.15a.634.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.634.1,The lines.,correct
VB_15a,VB.15a.638.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. What variable did the girls control in the contest?",VB.15a.638.1,Where they threw the ball.,correct
LF_28a2,LF.28a2.381.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.381.1,The minutes and seconds of when the events happened.,incorrect
LF_28a2,LF.28a2.403.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.403.1,What time everything happened.,incorrect
LF_28a2,LF.28a2.412.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.412.1,Whether it is slope or not.,incorrect
LF_28a2,LF.28a2.416.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.416.1,That how much is the land that moved.,incorrect
LF_28a2,LF.28a2.422.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.422.1,The information I got from the stream table but not from the stream tables are when earth materials slump and hole under the water source.,correct
LF_28a2,LF.28a2.430.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.430.1,What the who form.,incorrect
LF_28a2,LF.28a2.432.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.432.1,More info of the experiment.,incorrect
LF_28a2,LF.28a2.472.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.472.1,When the event happens and time between them.,incorrect
LF_28a2,LF.28a2.473.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.473.1,On the stream table logs show when each event happened on the map show where each events looks like.,incorrect
LF_28a2,LF.28a2.474.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.474.1,You can get information and time of how fast where and how.,incorrect
LF_28a2,LF.28a2.522.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.522.1,Clay sand pebbles.,incorrect
LF_28a2,LF.28a2.525.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.525.1,What time something happened.,incorrect
LF_28a2,LF.28a2.556.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.556.1,"In a log it tells how is the canyons, deltas, erosions are happening at times. And it shows what the important times are there.",correct
LF_28a2,LF.28a2.569.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.569.1,On the stream table log I got the times of everything.,incorrect
LF_28a2,LF.28a2.595.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.595.1,When important events happened.,incorrect
LF_28a2,LF.28a2.596.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.596.1,You get from a stream table log is a log that tells main events in a certain time and not from a stream table map.,incorrect
LF_28a2,LF.28a2.600.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.600.1,You get the time in which things happened.,incorrect
LF_28a2,LF.28a2.608.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.608.1,You get what time an important event happened.,incorrect
LF_28a2,LF.28a2.688.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.688.1,You can see when all the important happened.,incorrect
LF_28a2,LF.28a2.743.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.743.1,You get a chart telling you what happened during the time periods.,incorrect
LF_28a2,LF.28a2.752.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.752.1,You get to see how long it took.,incorrect
LF_28a2,LF.28a2.778.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.778.1,They explain it in words instead of using pictures.,incorrect
LF_28a2,LF.28a2.808.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.808.1,The time the erosion and deposition happens.,correct
LF_28a2,LF.28a2.826.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.826.1,You can see what time the events occurred.,incorrect
LF_28a2,LF.28a2.839.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.839.1,The information I get from the stream table logs that I do not get from the maps is how long it took for it to form.,incorrect
LF_28a2,LF.28a2.841.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.841.1,Elapsed time.,incorrect
LF_28a2,LF.28a2.845.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.845.1,The information that you get from stream table logs rather from stream table maps is a log showing you the events of how the slope started from beginning to end.,incorrect
LF_28a2,LF.28a2.846.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.846.1,What you get from the logs are the times.,incorrect
LF_28a2,LF.28a2.855.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.855.1,Stream table logs show time while maps do not.,incorrect
LF_28a2,LF.28a2.873.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.873.1,The information you get is that you do not see the hole in the materials sand.,incorrect
LF_28a2,LF.28a2.885.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.885.1,"You cannot see in the maps, the time where the things happen.",incorrect
LF_28a2,LF.28a2.886.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.886.1,The time it happens.,incorrect
LF_28a2,LF.28a2.923.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.923.1,The information that you do get is what happens and what form.,incorrect
LF_28a2,LF.28a2.928.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.928.1,The information I did not get from the stream table logs that I did not get from the stream table maps was the events in order of time.,incorrect
LF_28a2,LF.28a2.929.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.929.1,The information you get from a stream table log that you do not get on a stream table map are the keys that tells you what is what.,incorrect
LF_28a2,LF.28a2.931.1,"Use the ""slope"" and ""no slope"" stream-table maps and logs on the facing page to answer these questions. What information do you get from the stream-table logs that you do not get from the stream-table maps?",LF.28a2.931.1,Is that the stream table log is much straight and more details.,incorrect
MX_11a,MX.11a.106.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.106.1,Because when you use a mixture and as it dissolve it is a solution.,correct
MX_11a,MX.11a.119.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.119.1,Maybe it could change to him and have something die.,incorrect
MX_11a,MX.11a.126.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.126.1,I think jam is mixture.,incorrect
MX_11a,MX.11a.151.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.151.1,Because they dissolved.,correct
MX_11a,MX.11a.176.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.176.1,When the mixture is clear and no material is on the bottom.,correct
MX_11a,MX.11a.267.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.267.1,The evidence Jim has is the material on the bottom and the solid because a solution has 2 or more things combined.,contradictory
MX_11a,MX.11a.282.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.282.1,That the water is clear.,correct
MX_11a,MX.11a.304.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.304.1,My evidence is a solution can be clear or evaporated by heat and so all of them are clear.,correct
MX_11a,MX.11a.356.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.356.1,The evidence he has is that it is clear and nothing on bottom to be a solution.,correct
MX_11a,MX.11a.390.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.390.1,Because it was clear and nothing on the bottom.,correct
MX_11a,MX.11a.391.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.391.1,He put the solid in the water and the solid dissolved into the water.,correct
MX_11a,MX.11a.399.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.399.1,"Mixtures one, 3, and possibly 2 are clear a sign that the material has dissolved and made a solution.",correct
MX_11a,MX.11a.418.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.418.1,Mixtures one and 2 are solutions because they are clear.,correct
MX_11a,MX.11a.424.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.424.1,It has to be clear with nothing on bottom.,correct
MX_11a,MX.11a.426.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.426.1,When the solid material is disappeared.,correct
MX_11a,MX.11a.431.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.431.1,I know it is a solid because it has stuff in the but mine.,incorrect
MX_11a,MX.11a.432.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.432.1,That there is undissolved particle at the bottom.,incorrect
MX_11a,MX.11a.434.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.434.1,Mixtures 4 and 5 are evidence.,incorrect
MX_11a,MX.11a.438.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.438.1,Because a solution is clear.,correct
MX_11a,MX.11a.463.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.463.1,He has that he put a solute in the solvent and it came out clear and nothing on bottom.,correct
MX_11a,MX.11a.473.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.473.1,His evidence is the mixture turned clear.,correct
MX_11a,MX.11a.487.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.487.1,If the material dissolved it is a solution.,correct
MX_11a,MX.11a.492.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.492.1,Because the solid dissolve.,correct
MX_11a,MX.11a.493.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.493.1,The evidence is the water cannot take any more ingredients.,incorrect
MX_11a,MX.11a.496.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.496.1,Because there is nothing at the bottom.,correct
MX_11a,MX.11a.498.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.498.1,That if it does have material at the bottom that it is not.,correct
MX_11a,MX.11a.499.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.499.1,Because the solid dissolve.,correct
MX_11a,MX.11a.501.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.501.1,There is material on the bottom and that means it is saturated solution.,correct
MX_11a,MX.11a.503.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.503.1,Because some of them have a dissolved solid.,correct
MX_11a,MX.11a.525.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.525.1,The mixtures are clear.,correct
MX_11a,MX.11a.567.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.567.1,"How much water is in it, and how much spoons of solid are in it.",incorrect
MX_11a,MX.11a.569.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.569.1,When the solid disappears into the solvent.,correct
MX_11a,MX.11a.595.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.595.1,His mixture is clear.,correct
MX_11a,MX.11a.599.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.599.1,One spoon.,incorrect
MX_11a,MX.11a.602.1,"Jim used a solid and water to make Mixture one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), Mixture 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and Mixture 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. What evidence does Jim have that the solid and water make a solution?",MX.11a.602.1,He does not have an idea that island make a salt outline.,incorrect
ME_65b,ME.65b.101.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.101.1,It will happen because it is a parallel circuit not a series.,correct
ME_65b,ME.65b.107.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.107.1,"This will happen because the other 2 bulbs will have a its own pathway, and it is a parallel circuit.",correct
ME_65b,ME.65b.108.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.108.1,Because it is a parallel circuit.,correct
ME_65b,ME.65b.111.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.111.1,Because I think it is a series and series have to share and takes more power to form it.,contradictory
ME_65b,ME.65b.113.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.113.1,Because there is only one D-Cell so 3 bulbs will definitely not work worse.,incorrect
ME_65b,ME.65b.118.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.118.1,Because the bulb does not have its own path of electricity to flow.,contradictory
ME_65b,ME.65b.119.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.119.1,That happens because it is a parallel circuit.,correct
ME_65b,ME.65b.140.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.140.1,It happens because the 2 bulbs in the middle are connected together and they both are hooked to the wires.,incorrect
ME_65b,ME.65b.141.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.141.1,Because the bulbs are in parallel circuit.,correct
ME_65b,ME.65b.146.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.146.1,Because it is a parallel circuit.,correct
ME_65b,ME.65b.152.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.152.1,Because it is a parallel circuit.,correct
ME_65b,ME.65b.153.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.153.1,It happens because it is a parallel circuit.,correct
ME_65b,ME.65b.155.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.155.1,That happens because the electricity is still going around the other 2 bulbs.,incorrect
ME_65b,ME.65b.159.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.159.1,It stays lit.,incorrect
ME_65b,ME.65b.174.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.174.1,That happens because just because one burns out does not mean the rest will and electricity can still flow.,incorrect
ME_65b,ME.65b.176.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.176.1,That happens because they each have their own circuit.,incorrect
ME_65b,ME.65b.178.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.178.1,It is a parallel circuit.,correct
ME_65b,ME.65b.180.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.180.1,That happens because this is a series circuit. A series circuit means that if one bulb burns out they all do.,contradictory
ME_65b,ME.65b.181.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.181.1,They will stay on because it is in a parallel circuit.,correct
ME_65b,ME.65b.183.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.183.1,The reason is that the bulbs are in a parallel circuit.,correct
ME_65b,ME.65b.185.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.185.1,That happens because it is a parallel circuit which means it should run as long as you do not open the parallel circuit.,correct
ME_65b,ME.65b.189.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.189.1,It happens because if it is a cut off where I marked it they would still light.,incorrect
ME_65b,ME.65b.190.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.190.1,"Why, because it is a parallel circuit, and if one burns out they all burn out they all stay on.",contradictory
ME_65b,ME.65b.191.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.191.1,It happens because that string of lights is a parallel string of lights.,correct
ME_65b,ME.65b.192.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.192.1,This happens because when a parallel circuit is formed like this one the D-cell still allows the electricity to flow through the circuit.,correct
ME_65b,ME.65b.206.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.206.1,Because it is a cinematic circuit.,incorrect
ME_65b,ME.65b.207.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.207.1,The bulbs are connecting to the same circuit. It will not work.,contradictory
ME_65b,ME.65b.208.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.208.1,The magnetic force will still go through.,incorrect
ME_65b,ME.65b.215.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.215.1,Because electricity still goes through the wires to the others.,incorrect
ME_65b,ME.65b.256.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.256.1,Because it is a parallel circuit.,correct
ME_65b,ME.65b.277.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.277.1,That means it is a parallel circuit and if 2 bulbs burn out one will still be lit.,correct
ME_65b,ME.65b.283.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.283.1,Because then it will not have a way to go.,incorrect
ME_65b,ME.65b.292.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.292.1,The bulb share the same D-Cell.,incorrect
ME_65b,ME.65b.318.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.318.1,The electricity will still flow through the wires to get to the other lights.,incorrect
ME_65b,ME.65b.324.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.324.1,If the 2 bulbs in the middle burns out the one on top will.,contradictory
ME_65b,ME.65b.327.1,Look at the schematic diagram including a D-cell battery and 3 bulbs. Why do the other 2 bulbs stay lit if the middle bulb burns out?,ME.65b.327.1,Because it is a parallel circuit.,correct
EM_16b,EM.16b.183.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.183.1,Topaz is harder because it would be all no on the chart.,incorrect
EM_16b,EM.16b.187.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.187.1,Topaz is harder. Because topaz is the hardest birthstone.,incorrect
EM_16b,EM.16b.189.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.189.1,"Topaz is hard because you cannot scratch it with penny, fingernail or a paperclip.",correct
EM_16b,EM.16b.279.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.279.1,M to Z is harder than mineral X and Y.,incorrect
EM_16b,EM.16b.284.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.284.1,It is harder than X Y Z because we read about it this morning.,incorrect
EM_16b,EM.16b.286.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.286.1,It is harder than them.,incorrect
EM_16b,EM.16b.288.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.288.1,"It is harder than minerals X, Y, and Z because it cannot be scratched by either one.",correct
EM_16b,EM.16b.321.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.321.1,A topaz is compared to Z because it cannot be scratched with 2 thirds things. Y is all the opposite of topaz. X cannot be scratched with one third of a topaz cannot be scratched.,contradictory
EM_16b,EM.16b.322.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.322.1,The Topaz is the first hardest mineral out of the 3 on the chart.,incorrect
EM_16b,EM.16b.387.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.387.1,"Topaz is harder than all of them. It is just barely harder than Z, way harder than Y, and pretty harder than X.",incorrect
EM_16b,EM.16b.388.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.388.1,"Topaz is harder than X, Y, and Z because Topaz cannot be scratched by a fingernail, a penny, or a paperclip so it is the hardest.",correct
EM_16b,EM.16b.398.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.398.1,"Tied with mineral Y because they are both yes, yes, and yes.",contradictory
EM_16b,EM.16b.403.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.403.1,"Topaz would be all no's compared the minerals X, Y, and Z because topaz is one of the scratch free minerals.",incorrect
EM_16b,EM.16b.419.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.419.1,"Topaz is harder than minerals X, Y, and Z because Topaz cannot be scratched by a fingernail, penny or a paperclip. So it is harder.",correct
EM_16b,EM.16b.431.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.431.1,"It is a soft rock Z, I think it is the same as Y because they can both be scratched by everything. It is little bit hard to X.",contradictory
EM_16b,EM.16b.493.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.493.1,"Topaz is harder than X, Y, and Z because it cannot be scratched by a fingernail, a laser, or a paperclip.",correct
EM_16b,EM.16b.494.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.494.1,Topaz is the hardest out of all minerals because it did not get scratched by any tool.,correct
EM_16b,EM.16b.495.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.495.1,Like steel if you rub them and if it does not scratch.,incorrect
EM_16b,EM.16b.497.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.497.1,It is harder than all of the other minerals because it cannot get scratched by none of the scratching materials and all the other minerals can get scratched at least one time.,correct
EM_16b,EM.16b.508.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.508.1,"It is harder than X, Y, Z. I know it is harder than X, Y, and Z because nothing can scratch it.",correct
EM_16b,EM.16b.521.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.521.1,"Minerals X has 2 of them in a paperclip and penny. And the Y, Z and the minerals Y is the hardest in it.",contradictory
EM_16b,EM.16b.527.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.527.1,It is the hardest because it cannot be scratched by any of them and the others can be scratched with at least one of the minerals.,correct
EM_16b,EM.16b.528.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.528.1,Mineral Z can scratch topaz because mineral Z cannot be scratched by a penny or a fingernail but it can get scratched by a paperclip.,contradictory
EM_16b,EM.16b.532.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.532.1,"It is so strong that minerals X, Y, Z cannot break it.",incorrect
EM_16b,EM.16b.538.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.538.1,I know because when you break a rock that is when you know it is hard or not hard.,incorrect
EM_16b,EM.16b.540.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.540.1,"How it is compared to X, Y, and Z is that the finger and the penny cannot scratch mineral X and Z.",incorrect
EM_16b,EM.16b.573.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.573.1,I know it is Z because it has one yes and 2 no's.,contradictory
EM_16b,EM.16b.576.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.576.1,"Mineral Z cannot be scratched by penny, fingernail, and paperclip. Topaz cannot be scratched by anything.",contradictory
EM_16b,EM.16b.606.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.606.1,"Topaz has to have X, Y, Z as minerals.",incorrect
EM_16b,EM.16b.608.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.608.1,Because it is harder.,incorrect
EM_16b,EM.16b.610.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.610.1,I know because a fingernail cannot be scratched the most.,incorrect
EM_16b,EM.16b.626.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.626.1,"Topaz is the hardest because none of them can scratch it but at least one them can scratch X, Y, Z.",correct
EM_16b,EM.16b.629.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.629.1,Topaz would be the hardest because none of the tools could scratch it and at least one tool.,correct
EM_16b,EM.16b.640.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.640.1,Topaz would be hardest because none of the tools could scratch it and at least one tool could scratch X Y Z.,correct
EM_16b,EM.16b.642.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.642.1,It would be the hardest because none of the tools could scratch it.,correct
EM_16b,EM.16b.648.1,"Ms. Teridann, a geologist, made a chart showing the scratch-test data for 3 minerals (Mineral X, Mineral Y, and Mineral Z). She wrote ""yes"" if the tool scratched the mineral and wrote ""no"" if it did not scratch it. Topaz is a mineral that cannot be scratched by a fingernail, a penny, or a paperclip. How hard is topaz compared to minerals X, Y, and Z? Explain how you know.",EM.16b.648.1,"Topaz would be hardest because none of the tools could scratch it and at least one tool could scratch X, Y, and Z.",correct
ME_72,ME.72.106.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.106.1,It is the only circuit that will work because the metal is touching the bottom and the wire is touching the bottom of the light.,correct
ME_72,ME.72.109.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.109.1,C because it is on the square part and on the round ball.,incorrect
ME_72,ME.72.116.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.116.1,It is the only one because the wire is touching the middle and the battery is touching the side.,correct
ME_72,ME.72.117.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.117.1,It is touching all it need to make it to work.,correct
ME_72,ME.72.122.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.122.1,The electricity flows through the plus and the minus to a circle to the light bulb.,correct
ME_72,ME.72.123.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.123.1,Because the light is touching the battery.,correct
ME_72,ME.72.136.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.136.1,The electricity flow in a complete circle.,correct
ME_72,ME.72.138.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.138.1,It is because it is the only one that allows the electricity to go in a complete circuit.,correct
ME_72,ME.72.145.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.145.1,It has to run in a circle.,incorrect
ME_72,ME.72.150.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.150.1,It is touching both sides of the battery and the light bulb.,correct
ME_72,ME.72.151.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.151.1,Because it is the only one that will form a complete circuit.,correct
ME_72,ME.72.156.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.156.1,The wires have to touch the light bulb so like a circle of air to light up the light bulb.,correct
ME_72,ME.72.188.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.188.1,Because there is a full circuit.,correct
ME_72,ME.72.194.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.194.1,Because the equal part is touching.,incorrect
ME_72,ME.72.209.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.209.1,The negative and positive are on both parts of the battery.,correct
ME_72,ME.72.210.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.210.1,It will work because the circuit will go through the battery is because the force will go through the battery.,incorrect
ME_72,ME.72.211.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.211.1,Because D is the only circuit that is touching the black dot.,correct
ME_72,ME.72.213.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.213.1,The wire has to touch both sides of the battery and the wire has to touch the middle of the light bulb.,correct
ME_72,ME.72.217.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.217.1,On the other there is connection with the D-cell with the light.,incorrect
ME_72,ME.72.221.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.221.1,It is because answer D's wire starts below the light bulb.,incorrect
ME_72,ME.72.229.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.229.1,The only circuit will work because the 2 wires are put in the right place.,correct
ME_72,ME.72.242.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.242.1,Because they are going in a complete circuit.,correct
ME_72,ME.72.248.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.248.1,Because it is the only one that is touching.,correct
ME_72,ME.72.255.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.255.1,D because it is touching the base metal.,incorrect
ME_72,ME.72.279.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.279.1,It will work because it is the only one touching the light bulb base.,correct
ME_72,ME.72.282.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.282.1,Because the electricity goes to the metal and that electricity goes to the filament.,correct
ME_72,ME.72.286.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.286.1,Because the others are not complete circuits.,correct
ME_72,ME.72.315.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.315.1,I will work because electricity is going from the positive to the negative.,incorrect
ME_72,ME.72.316.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.316.1,Why it is the only one is because sometimes you need 2 wires and how it is the only one it is connected to the bottom.,correct
ME_72,ME.72.321.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.321.1,Letter A is the right one because the wire have to touch the equal side and the light bulb.,correct
ME_72,ME.72.416.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.416.1,The charge of the positive negative is flowing to the bulb.,incorrect
ME_72,ME.72.418.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.418.1,Because the negative is connected to the black part and the positive side is attached to the shiny part.,correct
ME_72,ME.72.419.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.419.1,Because the negative is connected to the black part and the positive side is attached to the shiny part.,correct
ME_72,ME.72.422.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.422.1,Because the white thing is touching the negative side.,incorrect
ME_72,ME.72.423.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.423.1,Because the shiny part and the wire is touching the black part.,incorrect
ME_72,ME.72.426.1,Only one circuit below will light the bulb. Which one will work? Why is that the only circuit that will work?,ME.72.426.1,Because one side of the wire is touching the negative side of the D-cell.,incorrect
ME_27b,ME.27b.102.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.102.1,If it is iron it will stick if it is aluminum it will not stick.,correct
ME_27b,ME.27b.105.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.105.1,It will be made of iron if it sticks to a magnet.,correct
ME_27b,ME.27b.107.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.107.1,The magnet will stick to iron not to aluminum.,correct
ME_27b,ME.27b.108.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.108.1,If it is iron it will stick.,correct
ME_27b,ME.27b.121.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.121.1,I will stick or not stick.,incorrect
ME_27b,ME.27b.123.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.123.1,It will stick to iron.,correct
ME_27b,ME.27b.143.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.143.1,By testing it with a magnet and it will stick if it is iron.,correct
ME_27b,ME.27b.144.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.144.1,If the key sticks it is made of iron if it does not it is made of aluminum.,correct
ME_27b,ME.27b.146.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.146.1,If it is iron the key will stick if it is aluminum it would not stick.,correct
ME_27b,ME.27b.147.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.147.1,Aluminum will stick to a magnet.,contradictory
ME_27b,ME.27b.152.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.152.1,If it were iron it would stick.,correct
ME_27b,ME.27b.154.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.154.1,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
ME_27b,ME.27b.159.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.159.1,Test it on a magnet.,incorrect
ME_27b,ME.27b.176.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.176.1,The magnet will stick.,incorrect
ME_27b,ME.27b.179.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.179.1,The key will stick if it is iron but if it is aluminum it will not.,correct
ME_27b,ME.27b.180.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.180.1,You will put a magnet on it and see if it sticks.,incorrect
ME_27b,ME.27b.181.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.181.1,If it is iron it will stick if it is aluminum it will not stick.,correct
ME_27b,ME.27b.185.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.185.1,If the key sticks.,incorrect
ME_27b,ME.27b.208.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.208.1,The magnet will stick.,incorrect
ME_27b,ME.27b.215.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.215.1,If the magnet attracts or not.,incorrect
ME_27b,ME.27b.226.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.226.1,You will know because the magnet will stick or not.,incorrect
ME_27b,ME.27b.228.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.228.1,If the key is iron it will attract if it is not it will repel.,correct
ME_27b,ME.27b.247.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.247.1,By sticking the key to a magnet and try it out.,incorrect
ME_27b,ME.27b.250.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.250.1,If it attracts or drops when you let it go.,incorrect
ME_27b,ME.27b.251.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.251.1,If the key attracts is iron. If it repels is aluminum.,correct
ME_27b,ME.27b.255.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.255.1,You would find the answer.,incorrect
ME_27b,ME.27b.256.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.256.1,It will stick to iron and not aluminum.,correct
ME_27b,ME.27b.276.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.276.1,You can try it out altogether.,incorrect
ME_27b,ME.27b.292.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.292.1,I will put it on a nail.,incorrect
ME_27b,ME.27b.293.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.293.1,You will know because it will stick to a magnet.,incorrect
ME_27b,ME.27b.311.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.311.1,Because if it sticked it was iron if it did not it is aluminum.,correct
ME_27b,ME.27b.313.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.313.1,If it sticks then it is a magnet if it does not then it is not.,correct
ME_27b,ME.27b.314.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.314.1,You can get a key and a iron nail and aluminum foil and see if it sticks.,incorrect
ME_27b,ME.27b.318.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.318.1,"If it repels aluminum if it sticks iron, attract.",correct
ME_27b,ME.27b.323.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.323.1,I will know when it sticks or it repels.,incorrect
ME_27b,ME.27b.324.1,How can you use a magnet to find out if the key is iron or aluminum?,ME.27b.324.1,It will fall off the magnet.,incorrect
ME_17e,ME.17e.101.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.101.1,Yes because there is enough power for it to work but it will be bright and it is a parallel circuit.,contradictory
ME_17e,ME.17e.102.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.102.1,No she cannot. Why is because she only has one switch and she has to have 2 for both to work.,correct
ME_17e,ME.17e.105.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.105.1,No. She cannot because the switch has to be in front of the negative sign.,incorrect
ME_17e,ME.17e.107.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.107.1,"No, because the switch can only complete one circuit at a time.",correct
ME_17e,ME.17e.108.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.108.1,Yes. Because it is a parallel circuit and they can both run well.,contradictory
ME_17e,ME.17e.115.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.115.1,"No. The switch can only be hooked on one side at one time, unless you scooted the wires to the middle and hooked them up together.",correct
ME_17e,ME.17e.118.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.118.1,"No, It is not a complete circuit.",correct
ME_17e,ME.17e.119.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.119.1,No because she need a wire and a switch.,incorrect
ME_17e,ME.17e.120.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.120.1,"No, she cannot because the switch can only go one way and make a complete circuit.",correct
ME_17e,ME.17e.121.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.121.1,No! The switch cannot be left and right at the same time.,correct
ME_17e,ME.17e.123.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.123.1,No she cannot. She would have to turn the switch like this sideways Because there is a gap if you turn it left or right.,incorrect
ME_17e,ME.17e.141.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.141.1,No because the negative on the side for the bulb might have to have the energy from the motor going in and it will go back and forth.,incorrect
ME_17e,ME.17e.142.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.142.1,No because the light bulb will flicker and the motor will keep going until she turns the switch off.,incorrect
ME_17e,ME.17e.143.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.143.1,No because it cannot make a complete circuit going each way.,correct
ME_17e,ME.17e.144.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.144.1,Yes because the motor is sending the energy back to the light bulb and back.,contradictory
ME_17e,ME.17e.152.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.152.1,Yes. She could put 2 wires on the switch to the other wires.,contradictory
ME_17e,ME.17e.173.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.173.1,Yes because the battery has enough power to run both unless the switch is on.,contradictory
ME_17e,ME.17e.176.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.176.1,No because the switch cannot go 2 ways at once.,correct
ME_17e,ME.17e.178.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.178.1,Yes. But all will have to be together.,contradictory
ME_17e,ME.17e.179.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.179.1,No she cannot because she only has one switch.,incorrect
ME_17e,ME.17e.180.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.180.1,Yes because all she has to do is put the motor and the light bulb on the same wire and put the switch in the middle.,contradictory
ME_17e,ME.17e.181.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.181.1,She can do it but it would have to be a parallel circuit.,contradictory
ME_17e,ME.17e.183.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.183.1,"Yes, we all tried it in class and it worked.",contradictory
ME_17e,ME.17e.191.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.191.1,"Yes, because the wires are connected to both items.",contradictory
ME_17e,ME.17e.192.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.192.1,Yes she can because the flow will go all the way to the source.,contradictory
ME_17e,ME.17e.193.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.193.1,Well she could try the light would not work as strong as the motor.,contradictory
ME_17e,ME.17e.206.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.206.1,No she would need 2 switches.,incorrect
ME_17e,ME.17e.208.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.208.1,"No, she would have to have 2 switches.",incorrect
ME_17e,ME.17e.214.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.214.1,"Yes, because the flow of electricity will go to the light and then to the motor.",contradictory
ME_17e,ME.17e.216.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.216.1,No because she can only turn the switch to the light bulb or the motor.,correct
ME_17e,ME.17e.245.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.245.1,"No, because there is not going to be a closed circuit on both sides.",correct
ME_17e,ME.17e.254.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.254.1,No Because she can turn one on at a time.,correct
ME_17e,ME.17e.256.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.256.1,No because the D-cell in the middle.,incorrect
ME_17e,ME.17e.291.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.291.1,Yes.,contradictory
ME_17e,ME.17e.313.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.313.1,Yes she can. Because that is how you have to do it.,contradictory
ME_17e,ME.17e.328.1,Denise made a circuit to light a bulb or run a motor. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Can she run both the light and the motor at the same time? Why or why not?,ME.17e.328.1,"She can run both at the same time because, if it is going to the negative and to the positive and all the components are set up correctly in the right way it will work.",contradictory
MX_19,MX.19.387.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.387.1,Because when it fizzing it releases a gas. When a gas forms from 2 materials it is a gas.,incorrect
MX_19,MX.19.390.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.390.1,Because the baking soda and citric acid started out plain but when you poured water in it reacted.,incorrect
MX_19,MX.19.392.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.392.1,Because it shows and once you see it you will know that it is a chemical reaction because it starts to look like little bubbles and that is what a chemical reaction is.,incorrect
MX_19,MX.19.423.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.423.1,Because it indicates something else is produced.,correct
MX_19,MX.19.425.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.425.1,Because the chemicals clash and fizz.,incorrect
MX_19,MX.19.426.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.426.1,Because It means that it is a gas or new material!,correct
MX_19,MX.19.432.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.432.1,It created a gas and new material was made.,correct
MX_19,MX.19.438.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.438.1,Because the 2 solutes and the solvent made a gas.,incorrect
MX_19,MX.19.439.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.439.1,It indicates a gas.,correct
MX_19,MX.19.453.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.453.1,Because the bubble makes the solution or mixture different.,incorrect
MX_19,MX.19.454.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.454.1,Because it was letting out gas.,incorrect
MX_19,MX.19.459.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.459.1,Gas was in it so that why it start fizzing.,incorrect
MX_19,MX.19.463.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.463.1,It is a clue because it is making a gas and that is a clue so you know that a chemical reaction is about to happen.,correct
MX_19,MX.19.464.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.464.1,Because you made a gas.,incorrect
MX_19,MX.19.467.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.467.1,Because a chemical reaction creates gas bubbles or a precipitate.,correct
MX_19,MX.19.469.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.469.1,It was fizzing because when he a mix baking soda and citric acid together the fizzing have meant that it dissolved and made bubbles.,incorrect
MX_19,MX.19.473.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.473.1,Because it shows that something other than just doing nothing.,incorrect
MX_19,MX.19.487.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.487.1,Because something has to happen for the precipitate to be made.,correct
MX_19,MX.19.492.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.492.1,Because fizzing is created by gas bubbles.,incorrect
MX_19,MX.19.494.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.494.1,Because fizzing is a sign of gas leaving a material and that is a chemical reaction.,correct
MX_19,MX.19.496.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.496.1,Because when it does that you know that you have made gasses and gasses are made when chemical reactions occur.,correct
MX_19,MX.19.500.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.500.1,Fizzing is a reaction.,incorrect
MX_19,MX.19.501.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.501.1,Sometimes because fizzing means that gas is escaping and that is a chemical reaction.,correct
MX_19,MX.19.502.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.502.1,Because if it was just water it would not fizz.,incorrect
MX_19,MX.19.560.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.560.1,Because when it fizzes there is gas and that is a sign of a chemical reaction.,correct
MX_19,MX.19.563.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.563.1,It is evidence because it made gas and fizzing occurs only when one material does not like the other one.,correct
MX_19,MX.19.564.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.564.1,Fizzing evidence of a chemical reaction because when it fizzes it means it is producing gas.,correct
MX_19,MX.19.575.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.575.1,It is a chemical reaction because it made a gas and a gas only appears if there is a chemical reaction.,correct
MX_19,MX.19.595.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.595.1,Something happened so it is a reaction.,incorrect
MX_19,MX.19.597.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.597.1,Because fizzing is a reaction and so it had to be a chemical reaction.,incorrect
MX_19,MX.19.604.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.604.1,Because you are putting 2 mixtures together so when it starts fizzing that is how you know it is a chemical reaction.,incorrect
MX_19,MX.19.605.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.605.1,Because it did something.,incorrect
MX_19,MX.19.608.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.608.1,Because it fizzed and moved so that is how.,incorrect
MX_19,MX.19.612.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.612.1,Because it is bubbling and bubbling is a reaction when you mix stuff together and it bubbles.,incorrect
MX_19,MX.19.626.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.626.1,Because when more than 2 chemicals are mixed it produces fizzing.,incorrect
MX_19,MX.19.635.1,"When Amy added water to a mixture of baking soda and citric acid, the mixture began fizzing. Amy concluded there was a chemical reaction because it fizzed. Why is fizzing evidence of a chemical reaction?",MX.19.635.1,Because the material before did not use to fizz until they were put together.,incorrect
VB_15b,VB.15b.381.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.381.1,No one had the same ball and threw the ball differently.,correct
VB_15b,VB.15b.384.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.384.1,"One variable that should be controlled is the ball, everyone should use the same ball. Another is if you should get a running start.",correct
VB_15b,VB.15b.384b.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.384b.1,The type of ball they use how they got to the point of where they were supposed to throw the ball.,correct
VB_15b,VB.15b.394.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.394.1,"Size of ball because they all should have used the same ball, where to start they should have all stood in the same spot.",correct
VB_15b,VB.15b.399.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.399.1,If they get a running start and if they had the same ball or not.,correct
VB_15b,VB.15b.404.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.404.1,They do not use the same kind of ball and they get different speeds.,incorrect
VB_15b,VB.15b.407.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.407.1,The same kind of balls. Having a running start.,incorrect
VB_15b,VB.15b.416.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.416.1,One is they all have different balls. 2 is they have some bigger which makes them go not as far as distance as the smaller ones which go farther.,incorrect
VB_15b,VB.15b.423.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.423.1,"They did not control the size, and they did not control the type of ball they used.",incorrect
VB_15b,VB.15b.429.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.429.1,The first variable they did not control is the different kind of ball. The second is the speed they went to get to the line.,correct
VB_15b,VB.15b.432.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.432.1,They do not have the same amount of weight. And not have the same ball. And they run and step. They need to run or step.,correct
VB_15b,VB.15b.440.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.440.1,The balls all need to be the same. And they all need to stand and throw.,correct
VB_15b,VB.15b.448.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.448.1,Throwing at the line and using the same ball.,incorrect
VB_15b,VB.15b.452.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.452.1,How far they throw the balls and the kind of balls that bring are 2 uncontrolled variables.,incorrect
VB_15b,VB.15b.458.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.458.1,The variable that was not controlled was that they just brought any ball and made a line and threw it.,correct
VB_15b,VB.15b.462.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.462.1,How they start and what ball they use.,correct
VB_15b,VB.15b.466.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.466.1,2 variables that are not controlled in the contest were the amount of steps and what ball they are going to use.,correct
VB_15b,VB.15b.477.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.477.1,They all brought different balls. They all started at different starting points.,incorrect
VB_15b,VB.15b.481.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.481.1,One of the variables is the type of ball. And the second one is how many steps they took during the time when they were throwing balls.,correct
VB_15b,VB.15b.483.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.483.1,"What kind of ball you use, and how you throw it.",incorrect
VB_15b,VB.15b.489.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.489.1,One variable they did not control was that Rachael ran. The other one is that the other 2 girls walked.,correct
VB_15b,VB.15b.495.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.495.1,That they get different lines.,incorrect
VB_15b,VB.15b.497.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.497.1,That their balls are different.,incorrect
VB_15b,VB.15b.501.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.501.1,Ball flying in air.,incorrect
VB_15b,VB.15b.506.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.506.1,When they did not throw the ball the same. When they did not do the same starting position.,incorrect
VB_15b,VB.15b.511.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.511.1,How they all threw balls. They all should do the same position.,incorrect
VB_15b,VB.15b.523.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.523.1,The balls and how they held the ball.,correct
VB_15b,VB.15b.525.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.525.1,How they ran to the line and threw their balls.,incorrect
VB_15b,VB.15b.530.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.530.1,Rachael had a running start and Ling took 2 steps Diana stood at the line.,correct
VB_15b,VB.15b.533.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.533.1,"Ran, stood, and walked 2 steps. Also the balls they used.",contradictory
VB_15b,VB.15b.535.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.535.1,"Having different balls, and the way they stood at the line.",correct
VB_15b,VB.15b.537.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.537.1,You have to test it out and you start with the ball to see who throws the farthest. The other thing is to not go past the line and not mess up.,incorrect
VB_15b,VB.15b.539.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.539.1,They have different kind of ball. Some of them run some took 2 steps.,correct
VB_15b,VB.15b.628.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.628.1,Basketball and football.,incorrect
VB_15b,VB.15b.632.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.632.1,The balls are different.,incorrect
VB_15b,VB.15b.639.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe 2 variables that are not controlled in the contest.",VB.15b.639.1,One of them is they did not have the same kind of ball. 2 is they took different amounts of steps to the line.,correct
ME_6b,ME.6b.101.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.101.1,I chose it because all the wires have to be hooked together to make a circuit.,correct
ME_6b,ME.6b.105.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.105.1,I chose no because there has to be another wire connecting the 2 or you can use a switch.,correct
ME_6b,ME.6b.108.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.108.1,Because there needs to be another wire.,correct
ME_6b,ME.6b.113.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.113.1,Because it got half of it cut off so you cannot make it go back and forth.,correct
ME_6b,ME.6b.120.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.120.1,No because the circuit got cut off.,correct
ME_6b,ME.6b.121.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.121.1,It is not in a circle.,correct
ME_6b,ME.6b.140.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.140.1,I chose it because there needs to be more wires on the sign.,correct
ME_6b,ME.6b.141.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.141.1,To see if the energy goes through it or not to make a circuit.,incorrect
ME_6b,ME.6b.149.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.149.1,It does not have the wire to make it a complete circuit.,correct
ME_6b,ME.6b.178.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.178.1,It is not a circuit at all.,correct
ME_6b,ME.6b.181.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.181.1,Because it is not flowing in a circle.,correct
ME_6b,ME.6b.185.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.185.1,I chose that answer because it is not a complete circuit.,correct
ME_6b,ME.6b.191.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.191.1,I chose it because the wire is not connected right to the D-cell.,correct
ME_6b,ME.6b.206.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.206.1,There is no source.,incorrect
ME_6b,ME.6b.207.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.207.1,The wire cannot make the motor run.,incorrect
ME_6b,ME.6b.208.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.208.1,Because the line are not connected.,correct
ME_6b,ME.6b.215.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.215.1,There is an open circuit.,correct
ME_6b,ME.6b.216.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.216.1,Because there is a no battery for the motor to work.,incorrect
ME_6b,ME.6b.220.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.220.1,Because the is no D-cell.,incorrect
ME_6b,ME.6b.224.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.224.1,I chose that answer because there is no battery.,incorrect
ME_6b,ME.6b.225.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.225.1,"No, because the circuit need to be connected on both sides.",correct
ME_6b,ME.6b.226.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.226.1,I picked that one because the line on the left is not hooked to anything.,correct
ME_6b,ME.6b.227.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.227.1,I chose that answer because it has a positive and a negative.,incorrect
ME_6b,ME.6b.247.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.247.1,I chose no because it is not a complete circuit.,correct
ME_6b,ME.6b.250.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.250.1,I chose no because the circuit is not closed.,correct
ME_6b,ME.6b.251.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.251.1,I chose no because it is not a complete circuit.,correct
ME_6b,ME.6b.254.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.254.1,I choose that answer because there is no switch to turn it on.,incorrect
ME_6b,ME.6b.277.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.277.1,Because it is not complete.,correct
ME_6b,ME.6b.278.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.278.1,"No, because it is not a full circuit.",correct
ME_6b,ME.6b.292.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.292.1,Because it no a circuit.,correct
ME_6b,ME.6b.293.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.293.1,I chose that answer because it is not a complete circuit.,correct
ME_6b,ME.6b.313.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.313.1,It will not work because you have to have a battery or it will not work.,incorrect
ME_6b,ME.6b.314.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.314.1,It will not work because it have a open circuit.,correct
ME_6b,ME.6b.318.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.318.1,It is an open circuit so it will not run.,correct
ME_6b,ME.6b.323.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.323.1,I chose that answer because one of the 2 ends are not touching.,correct
ME_6b,ME.6b.383.1,Look at the diagram of a circuit at the right. Will the motor run? Why?,ME.6b.383.1,It is not a complete circuit.,correct
FN_19b,FN.19b.103.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.103.1,"Putting the bag of yeast, warm whatever the food sample you are tasting.",incorrect
FN_19b,FN.19b.106.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.106.1,Whichever food has the most carbohydrates has more sugar. And that is how she will know her results.,incorrect
FN_19b,FN.19b.139.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.139.1,Finally Susan will have to get a volume tube put the bag in it and press down. Then you are done.,incorrect
FN_19b,FN.19b.145.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.145.1,Susan will know which food contains the most sugar by how high the volume tube goes. Look at the one with the highest number or highest volume tube.,correct
FN_19b,FN.19b.152.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.152.1,If one puff up more that means that it has sugar in it.,correct
FN_19b,FN.19b.176.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.176.1,She will know because the bag that was highest in the volume tube when pressing down has the most sugar.,correct
FN_19b,FN.19b.181.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.181.1,The number that is higher when you put the bags in them push until pressure has more sugar.,correct
FN_19b,FN.19b.188.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.188.1,By how much carbon dioxide. The fattest bag.,incorrect
FN_19b,FN.19b.219.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.219.1,"When the volume tube shows that the food has more carbon dioxide in it, that means that food has the most sugar.",correct
FN_19b,FN.19b.247.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.247.1,By the volume tube how much carbon dioxide. The more carbon dioxide the more sugar.,correct
FN_19b,FN.19b.250.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.250.1,"Susan will know how much sugar is in the foods by putting each bag in a volume tube one at a time. When her finder stops after pushing the top, the bottom of the part she pushes down will be on a number. That number is the milliliters of sugar in the food. Whichever number is the highest, that means that food has the most sugar.",correct
FN_19b,FN.19b.253.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.253.1,Whichever bag has the highest recording has the most sugar.,incorrect
FN_19b,FN.19b.292.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.292.1,She will know because one bag will be different.,incorrect
FN_19b,FN.19b.293.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.293.1,If how much carbon dioxide there is in the volume tube.,incorrect
FN_19b,FN.19b.294.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.294.1,The food with most carbon dioxide has the most sugar.,correct
FN_19b,FN.19b.299.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.299.1,Susan will know which food contains the most sugar seeing which one has the most carbon dioxide.,correct
FN_19b,FN.19b.326.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.326.1,The bag with the most carbon dioxide has the most sugar in it.,correct
FN_19b,FN.19b.330.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.330.1,"The food that has the most, carbon dioxide, carbon dioxide has the most sugar.",correct
FN_19b,FN.19b.408.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.408.1,When the timer stop for 10 minutes put the baggie into the volume tube to see which food had the most sugar.,correct
FN_19b,FN.19b.421.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.421.1,She will know which one has the most sugar by measuring the volume and if the food has a lot of sugar. You will see it because it will have a lot of carbon dioxide in the bag.,correct
FN_19b,FN.19b.426.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.426.1,She will know how much sugar does one have by looking at the bags. If one has a lot of air then that one produces more sugar.,correct
FN_19b,FN.19b.427.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.427.1,The yeast will react and the bag is going to fill up with and measure it with air and measure it with a volume measure.,incorrect
FN_19b,FN.19b.430.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.430.1,The one that has the most sugar is inflated and fat.,correct
FN_19b,FN.19b.438.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.438.1,I will have big grease stain.,incorrect
FN_19b,FN.19b.439.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.439.1,The more sugar the more carbon dioxide and the more carbon dioxide the bigger the volume.,correct
FN_19b,FN.19b.448.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.448.1,Maybe by using the value shared.,incorrect
FN_19b,FN.19b.468.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.468.1,Compare the bags and see which one has the most gas in the bag. The one that has the most has the most carbohydrates or sugar.,correct
FN_19b,FN.19b.481.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.481.1,"The more air in the bag, the more sugar.",correct
FN_19b,FN.19b.486.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.486.1,"Compare the bags to see which bag has more carbon dioxide in it 50, the more carbon dioxide in the bag the more sugar the food has.",correct
FN_19b,FN.19b.495.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.495.1,She would know by the volume tube.,correct
FN_19b,FN.19b.498.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.498.1,The more carbon dioxide the more sugar.,correct
FN_19b,FN.19b.545.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.545.1,Whichever one has the most carbon dioxide in the baggy has the most carbohydrates.,correct
FN_19b,FN.19b.572.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.572.1,Whatever has the most milliliters of poop will have the most sugar.,incorrect
FN_19b,FN.19b.575.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.575.1,The one without the fat spot.,contradictory
FN_19b,FN.19b.612.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.612.1,Whichever food item has the highest number. The highest one is the one with more sugar in it.,incorrect
FN_19b,FN.19b.613.1,"Susan has samples of 5 different foods. Using only the results of her experiment, how will Susan know which food contains the most sugar?",FN.19b.613.1,"There will be more, bubbles, gas than the other.",correct
EM_26,EM.26.104.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.104.1,The were like feathers they were tiny little overlapping squares.,correct
EM_26,EM.26.106.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.106.1,It look like feathers.,incorrect
EM_26,EM.26.115.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.115.1,Looks like salt that has fizz on in it.,incorrect
EM_26,EM.26.121.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.121.1,They were squares with Xs.,correct
EM_26,EM.26.173.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.173.1,The salt crystals shape is a square.,correct
EM_26,EM.26.177.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.177.1,Square with X in it.,correct
EM_26,EM.26.219.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.219.1,"They are white, sparkly, if you put 5 or 10 together you can make a pile.",incorrect
EM_26,EM.26.224.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.224.1,It is a square with little Xs on it.,correct
EM_26,EM.26.243.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.243.1,Squares with Xs in the middle.,correct
EM_26,EM.26.254.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.254.1,They would be a square with a X on it.,correct
EM_26,EM.26.260.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.260.1,A box and in X in the box.,correct
EM_26,EM.26.276.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.276.1,4 squares one X.,correct
EM_26,EM.26.287.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.287.1,If I put saltwater in a dish it evaporate over heat and turns to salt crystals.,incorrect
EM_26,EM.26.319.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.319.1,Organized cubes with X.,correct
EM_26,EM.26.321.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.321.1,With Xs.,incorrect
EM_26,EM.26.339.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.339.1,The salt crystals leaves a Xs.,incorrect
EM_26,EM.26.354.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.354.1,It was while you could see through square.,incorrect
EM_26,EM.26.402.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.402.1,"They all look the same, but some of them look different and then really small.",incorrect
EM_26,EM.26.408.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.408.1,It is shaped like a diamond and it looks like a diamond.,incorrect
EM_26,EM.26.426.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.426.1,Squares with the Xs on them.,correct
EM_26,EM.26.438.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.438.1,Square has X on it little X.,correct
EM_26,EM.26.443.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.443.1,They are like little boxes with Xs on them.,correct
EM_26,EM.26.444.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.444.1,They are squared with Xs in them.,correct
EM_26,EM.26.486.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.486.1,They are squares with Xs in them.,correct
EM_26,EM.26.500.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.500.1,The salt was made of crystals because crystals have Xs.,incorrect
EM_26,EM.26.502.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.502.1,It is a square and Xs on it.,correct
EM_26,EM.26.507.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.507.1,The salt crystals has Xs in the middle of the square.,correct
EM_26,EM.26.547.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.547.1,The salt crystal is a square shape with a X in the middle.,correct
EM_26,EM.26.561.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.561.1,Is just tiny and big because of crystals.,incorrect
EM_26,EM.26.575.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.575.1,I do not know.,incorrect
EM_26,EM.26.578.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.578.1,I do not know.,incorrect
EM_26,EM.26.609.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.609.1,They have a square with a X in it.,correct
EM_26,EM.26.614.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.614.1,It is shaped as square and has an X in the middle.,correct
EM_26,EM.26.631.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.631.1,They have X in them.,incorrect
EM_26,EM.26.637.1,Salt crystals form when the water evaporates from saltwater. Describe the salt crystals.,EM.26.637.1,The salt has the letter X.,incorrect
LP_15c,LP.15c.105.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.105.1,They both relate because one equals the other for a answer.,incorrect
LP_15c,LP.15c.107.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.107.1,They both help the scale by weighing the load.,incorrect
LP_15c,LP.15c.111.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.111.1,The farther away the effort is the easier it is to lift the load.,correct
LP_15c,LP.15c.112.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.112.1,Its distance 15 centimeters.,incorrect
LP_15c,LP.15c.183.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.183.1,"The further the effort, the less effort is needed. The closer the effort, the more is needed.",correct
LP_15c,LP.15c.188.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.188.1,The farther away from the fulcrum the less effort is needed and the closer to the fulcrum the more effort.,correct
LP_15c,LP.15c.208.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.208.1,"The closer the effort is to the fulcrum, the harder it is to lift the load.",contradictory
LP_15c,LP.15c.290.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.290.1,Joule equals force times distance.,incorrect
LP_15c,LP.15c.389.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.389.1,The closer the effort is to the fulcrum the more effort it would take but the further the effort would not be as much.,correct
LP_15c,LP.15c.452.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.452.1,When the effort gets farther away from the load the weight of the effort decreases.,incorrect
LP_15c,LP.15c.455.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.455.1,When effort far from the fulcrum the load gets lighter.,correct
LP_15c,LP.15c.456.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.456.1,The farther away the effort is from the fulcrum the greater advantage you get.,correct
LP_15c,LP.15c.461.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.461.1,"The further the fulcrum lever is, closer it is the less it weighs.",contradictory
LP_15c,LP.15c.463.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.463.1,The farther it is the easier it is.,correct
LP_15c,LP.15c.486.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.486.1,"When you move the effort further away the effort increases, when you move it in the effort decreases.",contradictory
LP_15c,LP.15c.487.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.487.1,As you move out it is easier.,correct
LP_15c,LP.15c.488.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.488.1,The relationship between the amount of effort required and its distance from the fulcrum is as the effort increased distance from the fulcrum the effort needed decreased.,correct
LP_15c,LP.15c.491.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.491.1,The farther the effort is from the fulcrum the less effort is needed.,correct
LP_15c,LP.15c.492.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.492.1,The farther away from the fulcrum the effort decreases.,correct
LP_15c,LP.15c.495.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.495.1,Instead of going it went down.,incorrect
LP_15c,LP.15c.501.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.501.1,Can be use of the amount to lift the load and to adjust the lever and load.,incorrect
LP_15c,LP.15c.502.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.502.1,The closer the scale more effort is needed to lift the load.,contradictory
LP_15c,LP.15c.523.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.523.1,As the effort gets farther from the fulcrum it is easier to lift the load.,correct
LP_15c,LP.15c.524.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.524.1,The farther away from the fulcrum less effort is needed.,correct
LP_15c,LP.15c.534.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.534.1,The relationship is the farther over the effort is the harder it is to lift.,contradictory
LP_15c,LP.15c.538.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.538.1,It is easier to lift when the load is closer to the fulcrum.,contradictory
LP_15c,LP.15c.571.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.571.1,The closer the load is to the fulcrum the less Newtons. The farther away from the fulcrum the load is the more Newtons.,contradictory
LP_15c,LP.15c.573.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.573.1,The farther away the effort is from the fulcrum the less effort it takes. The closer the effort is to the fulcrum the more effort it takes.,correct
LP_15c,LP.15c.575.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.575.1,It is harder to lift when the load is far from the load.,contradictory
LP_15c,LP.15c.601.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.601.1,"The distance matters in this experiment. The closer the effort is to the fulcrum, the more effort it takes to lift the fulcrum.",correct
LP_15c,LP.15c.603.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.603.1,When the load is closer to the fulcrum it is easier to lift.,contradictory
LP_15c,LP.15c.604.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.604.1,The farther away the effort is from the fulcrum the easier it is to lift the load.,correct
LP_15c,LP.15c.608.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.608.1,The further away the effort is from the fulcrum the easier it is to pull.,correct
LP_15c,LP.15c.631.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.631.1,It takes more effort the farther away the load is from the fulcrum.,contradictory
LP_15c,LP.15c.634.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.634.1,When it was closer it was harder and when it was farther away it was easier.,correct
LP_15c,LP.15c.636.1,What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?,LP.15c.636.1,If the fulcrum is too close to the effort or the other way around it is harder. Same thing with the fulcrum and the load. It is harder to move it.,contradictory
ME_69b,ME.69b.647.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.647.1,I chose because that is the answer.,incorrect
ME_69b,ME.69b.651.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.651.1,Because 2 sponges is too much.,contradictory
ME_69b,ME.69b.659.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.659.1,It depends on the power of the magnets.,incorrect
ME_69b,ME.69b.661.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.661.1,Because the force field might be big enough to go through both foam blocks but it might not be.,correct
ME_69b,ME.69b.662.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.662.1,In example A the magnets stuck. But example B it has 2 blocks and it does not matter if it is thick or thin.,contradictory
ME_69b,ME.69b.663.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.663.1,I chose that answer because the foam blocks are too thick for the magnet to attract each other.,contradictory
ME_69b,ME.69b.664.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.664.1,I choose that answer because in the picture the magnets look like they will fall to the ground but the magnets are still connected. So I think the magnets will fall.,contradictory
ME_69b,ME.69b.665.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.665.1,It depends how strong the magnets are or how big the magnetic force is.,correct
ME_69b,ME.69b.667.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.667.1,It will not stick because the magnets force field is not strong enough.,contradictory
ME_69b,ME.69b.668.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.668.1,Because it is far away and I do not know how big the energy field is.,incorrect
ME_69b,ME.69b.669.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.669.1,Because the 2 foam blocks are too thick.,contradictory
ME_69b,ME.69b.670.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.670.1,Because the foam will be too thick with 2.,contradictory
ME_69b,ME.69b.671.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.671.1,It depends on how big or thick the sponge is. It also depends on how strong the magnets are.,correct
ME_69b,ME.69b.672.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.672.1,Because the magnets are too far away from each other and they fall.,contradictory
ME_69b,ME.69b.673.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.673.1,The foam blocks are too thick so they will not work.,contradictory
ME_69b,ME.69b.674.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.674.1,It might stick because the magnets are strong or it might not because the foam could be too thick.,correct
ME_69b,ME.69b.675.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.675.1,Because the magnets have a magnetic field surrounding them.,incorrect
ME_69b,ME.69b.676.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.676.1,"The foam blocks are too thick, the magnetic force cannot go through.",contradictory
ME_69b,ME.69b.677.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.677.1,Magnets only have such a big magnetic field.,incorrect
ME_69b,ME.69b.678.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.678.1,Because 2 foam blocks are a lot thicker for the magnetic field to get through.,contradictory
ME_69b,ME.69b.680.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.680.1,Because a magnet has a field around it and if it is too big that the field cannot reach the other magnet.,incorrect
ME_69b,ME.69b.683.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.683.1,It is too thick.,incorrect
ME_69b,ME.69b.684.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.684.1,I said the magnets will stick because magnets have really strong magnetic fields and those really strong magnetic fields so they can go through 2 foam blocks.,contradictory
ME_69b,ME.69b.685.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.685.1,I chose that answer because 2 foam blocks too much for the magnet.,contradictory
ME_69b,ME.69b.686.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.686.1,Because it is has 2 sponges.,incorrect
ME_69b,ME.69b.687.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.687.1,I chose that answer because the gap between the 2 magnets is too big.,contradictory
ME_69b,ME.69b.688.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.688.1,I chose this answer because there is too many foam blocks between the 2 magnets.,contradictory
ME_69b,ME.69b.689.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.689.1,I chose that answer because the 2 foam blocks are so thick that the magnetism cannot get through them.,contradictory
ME_69b,ME.69b.690.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.690.1,The foam blocks are thick so the magnetism will not be able to go through.,contradictory
ME_69b,ME.69b.691.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.691.1,Because here I tried this with my reading book and it is thinner or it did not stick.,contradictory
ME_69b,ME.69b.693.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.693.1,The magnets will not stick because 2 foam blocks have more space than one.,contradictory
ME_69b,ME.69b.695.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.695.1,I chose this answer because it could be blocked or it could be attracted.,incorrect
ME_69b,ME.69b.696.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.696.1,Depends on how powerful the magnets are.,incorrect
ME_69b,ME.69b.698.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.698.1,"I chose C. It might stick, but it might not because it depends on how strong the magnet is.",correct
ME_69b,ME.69b.899.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.899.1,Magnetism is strong.,incorrect
ME_69b,ME.69b.969.1,"A magnet attracted another magnet even when a foam block was placed between them (see box A below). What do you think would happen if 2 foam blocks were placed between the 2 magnets (see box B). A. The magnets will stick. B. The magnets will not stick. (C. It might stick, but it might not.) Explain why you chose that answer.",ME.69b.969.1,I chose that answer because whether it sticks or not depends on how powerful the magnets are.,correct
MX_11c,MX.11c.101.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.101.1,Greater than because mixture 5 has the same amount of water with more spoons of solid.,contradictory
MX_11c,MX.11c.113.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.113.1,Greater than because it have 5 spoon of clear material.,contradictory
MX_11c,MX.11c.151.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.151.1,Mixture 5 because they have the same amount of water but mixture 5 has more spoon.,contradictory
MX_11c,MX.11c.243.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.243.1,Greater than mixture 4.,contradictory
MX_11c,MX.11c.255.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.255.1,It is the same because it has the same stuff at the bottom.,incorrect
MX_11c,MX.11c.347.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.347.1,"The same because in the picture of mixture 4 and 5, they show the same salt on the bottom.",correct
MX_11c,MX.11c.364.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.364.1,They are the same and equal concentrated.,incorrect
MX_11c,MX.11c.381.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.381.1,"Mixtures is the same concentration, because both of the mixtures are saturated.",correct
MX_11c,MX.11c.384.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.384.1,It is greater than because mixture 4 has more room to dissolve than mixture 5.,contradictory
MX_11c,MX.11c.386.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.386.1,"The same, because both solutions have the same saturation point so they have the same concentration and amount of solid.",correct
MX_11c,MX.11c.390.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.390.1,The same because they both reached the saturation point.,correct
MX_11c,MX.11c.399.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.399.1,They are the same amount concentrated because they have the same amount of water and dissolved material.,correct
MX_11c,MX.11c.416.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.416.1,It is greater than because they have the same amount of water but 5 has one more spoon than 4.,contradictory
MX_11c,MX.11c.418.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.418.1,They are the same because once a solution is saturated it is at its highest level of concentration.,correct
MX_11c,MX.11c.423.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.423.1,The same because once a solution is saturated it is at its highest level of concentration.,correct
MX_11c,MX.11c.425.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.425.1,The concentration is more in 5 because it has more material in it.,contradictory
MX_11c,MX.11c.432.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.432.1,Greater than.,contradictory
MX_11c,MX.11c.433.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.433.1,"They are the same because when a solution is saturated, it is at its highest point of concentration.",correct
MX_11c,MX.11c.439.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.439.1,They are the same because when the solution is saturated it is at its highest point of concentration.,correct
MX_11c,MX.11c.456.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.456.1,The same because both solutions are saturated.,correct
MX_11c,MX.11c.460.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.460.1,No because 5 has more scoops than 4.,contradictory
MX_11c,MX.11c.463.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.463.1,Same because if they all have the same water and 4 is concentrated with 4 scoops and 5 with 5 scoops then the solubility is the same because of the same amount of water become crystal.,correct
MX_11c,MX.11c.465.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.465.1,Same as mixture 4 because you cannot see them.,incorrect
MX_11c,MX.11c.469.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.469.1,Mixture 5 is greater than mixture 4 because it has the same amount of water and at the bottom it is both clear material but it does not have the same amount of solid.,contradictory
MX_11c,MX.11c.502.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.502.1,No because there is one extra spoon in 5.,contradictory
MX_11c,MX.11c.531.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.531.1,Same because they are both saturated and it can only hold an equal amount.,correct
MX_11c,MX.11c.533.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.533.1,Greater than because it has more scoops.,contradictory
MX_11c,MX.11c.557.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.557.1,The same because it has the same amount of water.,incorrect
MX_11c,MX.11c.560.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.560.1,Same. Because they are both saturated.,correct
MX_11c,MX.11c.572.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.572.1,The same because they both have the same amount of water.,incorrect
MX_11c,MX.11c.575.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.575.1,The same because once a solution is saturated it is at its greatest concentration.,incorrect
MX_11c,MX.11c.626.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.626.1,"One, 2, 3 they all are clear with no material on the bottom.",incorrect
MX_11c,MX.11c.633.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.633.1,They both have material on the bottom.,correct
MX_11c,MX.11c.635.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.635.1,Same they both are clear and there is material on bottom.,correct
MX_11c,MX.11c.636.1,"Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. Is the concentration of Mixture 5 less than, greater than, or the same as the concentration of Mixture 4? Explain your answer.",MX.11c.636.1,It is greater than because it has one more spoon of the solid.,contradictory
ME_65a,ME.65a.101.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.101.1,The other 2 will still light.,correct
ME_65a,ME.65a.105.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.105.1,They will stay lit.,correct
ME_65a,ME.65a.107.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.107.1,Only the middle bulb will go out.,correct
ME_65a,ME.65a.108.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.108.1,They will stay light.,correct
ME_65a,ME.65a.111.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.111.1,"Well first I think it is a series, so it will be a problem.",contradictory
ME_65a,ME.65a.113.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.113.1,The other ones will work even better.,correct
ME_65a,ME.65a.118.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.118.1,All of them will go out.,contradictory
ME_65a,ME.65a.123.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.123.1,They will still be burning.,correct
ME_65a,ME.65a.141.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.141.1,They bulbs will not go out.,correct
ME_65a,ME.65a.142.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.142.1,They will stay lit.,correct
ME_65a,ME.65a.144.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.144.1,They will stay light.,correct
ME_65a,ME.65a.147.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.147.1,The 2 other bulbs will run if the middle one burns out.,correct
ME_65a,ME.65a.152.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.152.1,Nothing will happen.,correct
ME_65a,ME.65a.154.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.154.1,The left bulb will still be lighting because the diagram is a parallel.,correct
ME_65a,ME.65a.159.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.159.1,If it is a parallel circuit it will stay lit. If it is a series circuit it will not stay light.,incorrect
ME_65a,ME.65a.173.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.173.1,If one goes out then the 2 will stay on.,correct
ME_65a,ME.65a.174.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.174.1,The 2 bulbs will stay lit.,correct
ME_65a,ME.65a.176.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.176.1,The bulbs will stay lit.,correct
ME_65a,ME.65a.178.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.178.1,The rest stay on.,correct
ME_65a,ME.65a.180.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.180.1,If the middle bulb burns out the other 2 will burn out also.,contradictory
ME_65a,ME.65a.183.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.183.1,The other bulbs will stay on.,correct
ME_65a,ME.65a.185.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.185.1,The other 2 bulbs will stay running the whole time the circuit is closed.,correct
ME_65a,ME.65a.189.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.189.1,The other 2 will stay lit.,correct
ME_65a,ME.65a.190.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.190.1,If one burns out the rest will stay on.,correct
ME_65a,ME.65a.191.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.191.1,The other bulbs will stay on because it is a parallel circuit.,correct
ME_65a,ME.65a.195.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.195.1,The top bulb will still light up.,correct
ME_65a,ME.65a.208.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.208.1,The third will not burn out.,contradictory
ME_65a,ME.65a.212.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.212.1,The other bulbs will still light.,correct
ME_65a,ME.65a.215.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.215.1,Nothing will happen.,correct
ME_65a,ME.65a.225.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.225.1,If the middle bulb burns out the 2 would burn out.,contradictory
ME_65a,ME.65a.227.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.227.1,The bulbs do not burn out.,correct
ME_65a,ME.65a.232.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.232.1,It will still work.,correct
ME_65a,ME.65a.256.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.256.1,The light will still run.,correct
ME_65a,ME.65a.277.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.277.1,The 2 bulbs will still be lit when it goes out.,correct
ME_65a,ME.65a.283.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.283.1,They will all cut off.,contradictory
ME_65a,ME.65a.318.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.318.1,If the middle one burns out the other will still light.,correct
ME_65a,ME.65a.324.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.324.1,No.,incorrect
ME_65a,ME.65a.327.1,Look at the schematic diagram. What will happen to the other 2 bulbs if the middle bulb burns out?,ME.65a.327.1,I think they will not go out.,correct
LF_13a,LF.13a.384.1,What happens to earth materials during deposition?,LF.13a.384.1,Earth material get deposited and forms a delta.,correct
LF_13a,LF.13a.394.1,What happens to earth materials during deposition?,LF.13a.394.1,It goes to a different place.,correct
LF_13a,LF.13a.404.1,What happens to earth materials during deposition?,LF.13a.404.1,Earth material gets deposited to another place.,correct
LF_13a,LF.13a.418.1,What happens to earth materials during deposition?,LF.13a.418.1,They go to a different place.,incorrect
LF_13a,LF.13a.419.1,What happens to earth materials during deposition?,LF.13a.419.1,The materials like burst away.,contradictory
LF_13a,LF.13a.435.1,What happens to earth materials during deposition?,LF.13a.435.1,The earth materials that were weathered away by the erosion flow farther in water or just move away from where they were.,contradictory
LF_13a,LF.13a.441.1,What happens to earth materials during deposition?,LF.13a.441.1,During deposition earth materials are moved to different places.,incorrect
LF_13a,LF.13a.444.1,What happens to earth materials during deposition?,LF.13a.444.1,The eroded earth materials during deposition get deposited to a different area.,correct
LF_13a,LF.13a.452.1,What happens to earth materials during deposition?,LF.13a.452.1,The earth material gets worn away.,contradictory
LF_13a,LF.13a.469.1,What happens to earth materials during deposition?,LF.13a.469.1,The earth explains the and it will but it will explode.,incorrect
LF_13a,LF.13a.477.1,What happens to earth materials during deposition?,LF.13a.477.1,What happens to it is that the deposition goes more far away from the stream table.,incorrect
LF_13a,LF.13a.478.1,What happens to earth materials during deposition?,LF.13a.478.1,The earth material will break into little pieces.,incorrect
LF_13a,LF.13a.504.1,What happens to earth materials during deposition?,LF.13a.504.1,"First, erosion wears all the materials away. Then, deposition makes a v shaped valley.",incorrect
LF_13a,LF.13a.515.1,What happens to earth materials during deposition?,LF.13a.515.1,They go to the mouth of river and deposits there.,correct
LF_13a,LF.13a.516.1,What happens to earth materials during deposition?,LF.13a.516.1,"The socks, sand, and clay start to make a bigger canyon.",incorrect
LF_13a,LF.13a.661.1,What happens to earth materials during deposition?,LF.13a.661.1,The earth materials are carried away and dropped off at the end.,incorrect
LF_13a,LF.13a.672.1,What happens to earth materials during deposition?,LF.13a.672.1,The earth materials get carried away during deposition.,contradictory
LF_13a,LF.13a.678.1,What happens to earth materials during deposition?,LF.13a.678.1,Earth materials get carried away.,contradictory
LF_13a,LF.13a.681.1,What happens to earth materials during deposition?,LF.13a.681.1,During deposition earth materials would get carried away to a new location.,correct
LF_13a,LF.13a.682.1,What happens to earth materials during deposition?,LF.13a.682.1,Earth materials are washed away and settled to the bottom.,correct
LF_13a,LF.13a.688.1,What happens to earth materials during deposition?,LF.13a.688.1,Earth materials are washed downstream and then start to build up land.,correct
LF_13a,LF.13a.705.1,What happens to earth materials during deposition?,LF.13a.705.1,Deposition is when earth materials move from one.,correct
LF_13a,LF.13a.717.1,What happens to earth materials during deposition?,LF.13a.717.1,They are dark in new places.,incorrect
LF_13a,LF.13a.732.1,What happens to earth materials during deposition?,LF.13a.732.1,The earth materials that have been eroded is deposited at the mouth of a river or stream forming a delta.,incorrect
LF_13a,LF.13a.744.1,What happens to earth materials during deposition?,LF.13a.744.1,It is placed and left in deltas and riverbanks.,incorrect
LF_13a,LF.13a.754.1,What happens to earth materials during deposition?,LF.13a.754.1,After deposition earth material is carried out to river banks. Deltas form and into the ocean.,correct
LF_13a,LF.13a.770.1,What happens to earth materials during deposition?,LF.13a.770.1,The earth materials were broken down and separated.,contradictory
LF_13a,LF.13a.780.1,What happens to earth materials during deposition?,LF.13a.780.1,During deposition the materials are getting washed downstream and when the river comes to an opening they get deposited.,correct
LF_13a,LF.13a.784.1,What happens to earth materials during deposition?,LF.13a.784.1,During deposition earth materials get deposited into other places.,correct
LF_13a,LF.13a.819.1,What happens to earth materials during deposition?,LF.13a.819.1,The wearing down of earth material which will deposited.,incorrect
LF_13a,LF.13a.820.1,What happens to earth materials during deposition?,LF.13a.820.1,During deposition earth material settles to the bottom of a river.,correct
LF_13a,LF.13a.823.1,What happens to earth materials during deposition?,LF.13a.823.1,They are carried and stack upon each other and settle to the bottom.,incorrect
LF_13a,LF.13a.850.1,What happens to earth materials during deposition?,LF.13a.850.1,The earth materials is get carried off to the mouth of a river.,incorrect
LF_13a,LF.13a.914.1,What happens to earth materials during deposition?,LF.13a.914.1,During deposition earth materials are moved to a different place.,incorrect
LF_13a,LF.13a.918.1,What happens to earth materials during deposition?,LF.13a.918.1,What happens to earth material during deposition is that the materials are worn away from the earth.,incorrect
LF_13a,LF.13a.924.1,What happens to earth materials during deposition?,LF.13a.924.1,"During deposition earth material is deposited it formed deltas, a canyon, and a channel.",correct
VB_15c,VB.15c.381.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.381.1,They need to have the same ball and throw the ball at the same place.,correct
VB_15c,VB.15c.388.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.388.1,They need to use the same ball and they need to throw the same way.,correct
VB_15c,VB.15c.394.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.394.1,"They need to use the same ball and throw it from the same spot without running to the line, taking steps to the line, or one person just standing at the line.",correct
VB_15c,VB.15c.399.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.399.1,Nobody get a running start and they all use the same ball to make it fair.,correct
VB_15c,VB.15c.404.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.404.1,"They need to throw the same kind of ball, they need to throw at the same place and they need to get the same speed.",correct
VB_15c,VB.15c.407.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.407.1,They need the same kind of ball and with the same weight and to stand still when throwing the ball.,contradictory
VB_15c,VB.15c.416.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.416.1,They need to have thrown it at the same place which they did they need one variable changed that could be different balls or the same ball but different size.,contradictory
VB_15c,VB.15c.419.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.419.1,"To make the balls the same thing so it is a fair game to play. Like a baseball, basketball or a football to throw.",incorrect
VB_15c,VB.15c.423.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.423.1,Ling and Diana should change their experiments to a baseball because the baseball won.,incorrect
VB_15c,VB.15c.432.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.432.1,To have the same ball and throw the same place. And the weight of the ball. And how hard you throw it.,incorrect
VB_15c,VB.15c.440.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.440.1,The balls all need to be the same and they all have to stand and throw.,correct
VB_15c,VB.15c.448.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.448.1,Make a line that is very straight. All use same ball. All stand at line. Throw at same time. Record data.,incorrect
VB_15c,VB.15c.452.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.452.1,They need to use the same kind of balls and they need the same procedure of throwing.,incorrect
VB_15c,VB.15c.462.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.462.1,"Where they throw the ball, use the same ball, they all get a running start.",correct
VB_15c,VB.15c.466.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.466.1,To make the contest a controlled experiment the girls need to take the same amount of steps.,incorrect
VB_15c,VB.15c.475.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.475.1,"The girls needed to change each variable at a time, like starting at the same position, all 3 of them, and the mass of the balls.",incorrect
VB_15c,VB.15c.481.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.481.1,The girls have to have the same type of ball and also take the same amount of steps when they are throwing it.,correct
VB_15c,VB.15c.486.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.486.1,They can just throw from the line and not run.,incorrect
VB_15c,VB.15c.495.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.495.1,Use all of the same balls.,incorrect
VB_15c,VB.15c.497.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.497.1,They have to have the same balls. They have to throw the ball in the same way.,correct
VB_15c,VB.15c.503.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.503.1,First they all do the standard way then they throw the same ball and write then they do that again 2 times with the other balls then finally they write it and compare.,incorrect
VB_15c,VB.15c.511.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.511.1,They needed to use their position.,incorrect
VB_15c,VB.15c.523.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.523.1,They all have a ball and they all stand at the same place.,incorrect
VB_15c,VB.15c.530.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.530.1,They should all stand at the line and throw.,incorrect
VB_15c,VB.15c.533.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.533.1,Same ball and stand on the line.,incorrect
VB_15c,VB.15c.535.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.535.1,The balls and the line that tells them to go.,incorrect
VB_15c,VB.15c.537.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.537.1,They had to throw their ball first at the same time.,contradictory
VB_15c,VB.15c.539.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.539.1,They should all start in the line.,incorrect
VB_15c,VB.15c.542.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.542.1,What the 3 girls need to do is stand straight and same sized ball.,incorrect
VB_15c,VB.15c.545.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.545.1,Throw the ball at the same time.,incorrect
VB_15c,VB.15c.626.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.626.1,"Stay at the line, use one ball, everyone get a 2 step, throw.",incorrect
VB_15c,VB.15c.634.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.634.1,Same sized balls. Take 2 steps then throw.,contradictory
VB_15c,VB.15c.636.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.636.1,They all needed to have the same ball.,incorrect
VB_15c,VB.15c.638.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.638.1,They should all use the same ball they should all take 2 steps.,correct
VB_15c,VB.15c.639.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.639.1,"Do not take any steps, have the same kind of ball.",incorrect
VB_15c,VB.15c.643.1,"3 girls wanted to see who could throw a ball the farthest. Each girl brought her favorite ball to the park. Ling brought her basketball, Diana brought her football, and Rachael brought her baseball. They made a line on the playground. They all had to throw the ball from that line. Ling took 2 steps up to the line and threw her basketball. Diana stood at the line and threw her football. Rachael got a running start and threw her baseball when she reached the line. Rachael threw her ball the farthest. Describe what the girls need to do to make the contest a controlled experiment (fair test).",VB.15c.643.1,Starting in the same place. Using the same kind of ball.,incorrect
ME_10,ME.10.101.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.101.1,The motors will not run because it goes from the positive side to the positive side it has to go from positive to negative to work.,correct
ME_10,ME.10.102.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.102.1,"It will not work because the positive is going to the positive end, the positive need to run into the negative side for it to run.",correct
ME_10,ME.10.111.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.111.1,It is not put to series.,incorrect
ME_10,ME.10.113.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.113.1,Because it is hooked up negative to negative and positive to positive.,incorrect
ME_10,ME.10.118.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.118.1,It needs to be negative to positive.,correct
ME_10,ME.10.120.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.120.1,"It will not work because it is negative to negative, it has to positive to negative.",correct
ME_10,ME.10.121.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.121.1,The batteries are negative to negative.,incorrect
ME_10,ME.10.123.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.123.1,It will not run because negative and negative and positive and positive are facing the same way.,correct
ME_10,ME.10.144.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.144.1,Because the wires in between the D-cells are connected to the same end.,incorrect
ME_10,ME.10.147.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.147.1,It is go out the wrong way.,incorrect
ME_10,ME.10.148.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.148.1,The 2 negative ends of the D-cells are facing each other and the electricity cannot get out.,correct
ME_10,ME.10.154.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.154.1,"Both of the motors are hooked up to the positive wire, in order for it to work one has to be hooked to a positive and the other has to be hooked up to a negative.",correct
ME_10,ME.10.155.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.155.1,They will not run because the electricity is going in a circle. And the electricity would be run in and out.,contradictory
ME_10,ME.10.174.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.174.1,The motors at the right will not run because the electricity flows out of the negative side and they have the D-cells trying to make electricity flow out the positive side.,incorrect
ME_10,ME.10.176.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.176.1,One battery is the wrong way.,incorrect
ME_10,ME.10.180.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.180.1,It will not run because there is not enough D-cells to make both of them work.,incorrect
ME_10,ME.10.181.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.181.1,Because a negative and a negative will not work.,correct
ME_10,ME.10.185.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.185.1,The motor shall not run because electricity flows out of the negative side of the battery.,incorrect
ME_10,ME.10.191.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.191.1,The motors will not run because the D-cells has to be switched around.,incorrect
ME_10,ME.10.192.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.192.1,They will not run because the electricity gets stopped when it goes through the D-cells.,incorrect
ME_10,ME.10.208.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.208.1,The motors shown at the right will not run because 2 negatives are connected.,correct
ME_10,ME.10.216.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.216.1,The wires are not supposed to be connected like that.,incorrect
ME_10,ME.10.224.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.224.1,Because you need more wires.,incorrect
ME_10,ME.10.226.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.226.1,Because the motors do not have a minus side. They both have a positive side.,contradictory
ME_10,ME.10.227.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.227.1,The motor at the right will not run because each one does not have a positive and a negative.,incorrect
ME_10,ME.10.245.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.245.1,Because positive is facing it.,incorrect
ME_10,ME.10.247.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.247.1,Maybe the left wire went out of energy so maybe the right one went out of energy so both of them are out.,incorrect
ME_10,ME.10.250.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.250.1,If you look very closely the positive to positive and negative to negative. Positive and positive do not go together.,incorrect
ME_10,ME.10.253.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.253.1,It will not work because it is dead battery.,incorrect
ME_10,ME.10.276.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.276.1,Because one has the most power than the other one.,incorrect
ME_10,ME.10.284.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.284.1,Because one D-cell has to be between the motors.,incorrect
ME_10,ME.10.293.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.293.1,The motor will not run because it is in an open circuit.,incorrect
ME_10,ME.10.311.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.311.1,The wires are at the negative end of the battery or D-cell so the motor is not going to run because the wire is at the negative end.,incorrect
ME_10,ME.10.314.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.314.1,The D-cell is hooked up to the negative end and the other negative end and it cannot get any energy.,correct
ME_10,ME.10.318.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.318.1,The negative end is pointing at the negative end so no electricity can flow to the motors.,correct
ME_10,ME.10.324.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.324.1,The negative end are sharing so the D-cell is getting all the power.,incorrect
ME_10,ME.10.325.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.325.1,Because electricity does not flow from positive to positive they flow from negative to positive.,correct
ME_10,ME.10.328.1,The motors shown at the right with the D-cell batteries will NOT run. Explain why.,ME.10.328.1,"The electricity is flowing from a positive to a positive end, when the negative should give the electricity to the motor and back to a positive end.",correct
MX_18,MX.18.106.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.106.1,It dissolved in the water.,incorrect
MX_18,MX.18.119.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.119.1,The chemical that stayed down there.,incorrect
MX_18,MX.18.146.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.146.1,The chemical that saturated down there.,incorrect
MX_18,MX.18.151.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.151.1,That is not a solution it is a mixture.,incorrect
MX_18,MX.18.219.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.219.1,It creates a precipitate a new chemical who you mix 2 different chemicals and that creates a precipitate.,incorrect
MX_18,MX.18.248.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.248.1,The white solid indicates by being a mixture.,incorrect
MX_18,MX.18.255.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.255.1,The white solid indicates that the white solid went to the bottom.,incorrect
MX_18,MX.18.277.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.277.1,A solution.,incorrect
MX_18,MX.18.283.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.283.1,To evaporate.,incorrect
MX_18,MX.18.291.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.291.1,The material that you put in the water did not dissolve because it is too heavy.,contradictory
MX_18,MX.18.364.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.364.1,The white solid had settles and so the 2 solutions would be a mixture.,incorrect
MX_18,MX.18.366.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.366.1,All of the thing that you put in will go to the bottom leaving a clear liquid.,incorrect
MX_18,MX.18.381.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.381.1,There is a precipitate on the bottom.,incorrect
MX_18,MX.18.387.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.387.1,It is a product on the bottom of the cap.,incorrect
MX_18,MX.18.422.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.422.1,Well when you mix the 2 solutions it became a different mixture.,incorrect
MX_18,MX.18.426.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.426.1,That it is a new solid material.,incorrect
MX_18,MX.18.428.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.428.1,Chemical reaction.,correct
MX_18,MX.18.439.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.439.1,A chemical reaction.,correct
MX_18,MX.18.453.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.453.1,It indicates a precipitate.,incorrect
MX_18,MX.18.456.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.456.1,That white solid indicates a precipitate.,incorrect
MX_18,MX.18.458.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.458.1,It saturated in the cup.,incorrect
MX_18,MX.18.463.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.463.1,"That it is a precipitate because if they mixed materials, together and there was a cherry and there is a new material then that is a precipitate.",incorrect
MX_18,MX.18.468.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.468.1,Because that one that you are say that you are so to 46 that or no.,incorrect
MX_18,MX.18.490.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.490.1,That the water cannot hold any more solute. It is saturated.,incorrect
MX_18,MX.18.492.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.492.1,That the white solid is C.,incorrect
MX_18,MX.18.493.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.493.1,A new product that is called a precipitate.,incorrect
MX_18,MX.18.496.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.496.1,That you have made a saturated solution.,incorrect
MX_18,MX.18.503.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.503.1,The white solid indicates that a precipitate has occurred.,incorrect
MX_18,MX.18.504.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.504.1,A precipitant.,incorrect
MX_18,MX.18.542.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.542.1,Salt.,incorrect
MX_18,MX.18.572.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.572.1,It was solution and a mixture. It promptly got cold or hot at the bottom.,incorrect
MX_18,MX.18.601.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.601.1,Saturation.,incorrect
MX_18,MX.18.636.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.636.1,The white solid indicates the crystals.,incorrect
MX_18,MX.18.639.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.639.1,It indicates that it turned into a solution and mixture that got mixed then produced chemical also.,correct
MX_18,MX.18.996.1,"A solution of water and material A is clear. A solution of water and material B is also clear. When the 2 solutions are mixed, a white solid settles to the bottom, leaving a clear liquid. What does the white solid indicate?",MX.18.996.1,We kept on glassing because it become clear.,incorrect
ME_17d,ME.17d.101.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.101.1,It will work because that is closing the switch.,correct
ME_17d,ME.17d.102.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.102.1,It will be a closed series.,correct
ME_17d,ME.17d.105.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.105.1,It will not work because you have to put the switch in front of the negative sign.,correct
ME_17d,ME.17d.107.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.107.1,That will happen because it will make a complete circuit with the motor.,correct
ME_17d,ME.17d.108.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.108.1,Because it ends at the positive so it will work.,correct
ME_17d,ME.17d.115.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.115.1,"It is a complete circuit and the bulb is not connected to that circuit, and the motor is.",correct
ME_17d,ME.17d.118.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.118.1,It is not complete.,contradictory
ME_17d,ME.17d.119.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.119.1,That will happen because it is a complete circuit.,correct
ME_17d,ME.17d.120.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.120.1,This will happen because the switch is turning that way making a complete circuit.,correct
ME_17d,ME.17d.121.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.121.1,Same as the light but it is switch to the other side.,incorrect
ME_17d,ME.17d.140.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.140.1,Because the light bulb is on the right.,incorrect
ME_17d,ME.17d.141.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.141.1,Because if the switch is to the right it allows energy to flow to the motor.,correct
ME_17d,ME.17d.142.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.142.1,It got closer to the motor.,correct
ME_17d,ME.17d.143.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.143.1,Because it makes a complete circuit.,correct
ME_17d,ME.17d.152.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.152.1,The energy will go in the motor and go back in the positive.,correct
ME_17d,ME.17d.154.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.154.1,That will happen because the most energy will flow through the motor because the motor is on the right.,correct
ME_17d,ME.17d.155.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.155.1,That happen because the electricity is flowing around in a circle.,correct
ME_17d,ME.17d.173.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.173.1,It will happen because the energy source is flowing right.,correct
ME_17d,ME.17d.176.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.176.1,The motor's circuit will be completed.,correct
ME_17d,ME.17d.178.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.178.1,The switch will be off.,incorrect
ME_17d,ME.17d.180.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.180.1,It will happen because the switch moved so it turns off another thing.,incorrect
ME_17d,ME.17d.181.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.181.1,It will happen because it is flowing in a circle.,correct
ME_17d,ME.17d.183.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.183.1,It is a circle.,correct
ME_17d,ME.17d.185.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.185.1,Because the energy still has a countless form of energy.,incorrect
ME_17d,ME.17d.189.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.189.1,She will make a circle.,correct
ME_17d,ME.17d.207.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.207.1,The switch is closer.,incorrect
ME_17d,ME.17d.215.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.215.1,Power goes to the motor then to the light.,correct
ME_17d,ME.17d.216.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.216.1,The switch is not turned to the left.,incorrect
ME_17d,ME.17d.228.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.228.1,That will happen because there is no battery.,contradictory
ME_17d,ME.17d.256.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.256.1,Because the D-cell is not in the middle.,incorrect
ME_17d,ME.17d.277.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.277.1,That is one circuit.,correct
ME_17d,ME.17d.291.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.291.1,I learned it in class.,incorrect
ME_17d,ME.17d.311.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.311.1,Moving the switch to the motor will make it run.,incorrect
ME_17d,ME.17d.314.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.314.1,It will happen because it is strong.,incorrect
ME_17d,ME.17d.327.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.327.1,Because you turned it off.,contradictory
ME_17d,ME.17d.328.1,Denise made a circuit to light a bulb or run a motor off a D-cell battery. She used a special switch. Below is the schematic diagram of her circuit. The switch is inside the dotted box. Why will the motor run when she moves the switch to the right?,ME.17d.328.1,It can work if a wire is connected to the switch from the negative end.,incorrect
MX_36a,MX.36a.136.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.136.1,Because first she put eggshells then the next day she made a solution.,incorrect
MX_36a,MX.36a.146.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.146.1,Because bubble came out of the eggshell.,incorrect
MX_36a,MX.36a.151.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.151.1,I think she made a solution because the eggshells and bubbles disappeared.,correct
MX_36a,MX.36a.185.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.185.1,She made a solution because she said that the water was clear and that is a solution.,correct
MX_36a,MX.36a.248.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.248.1,I think she did a solution because it had bubbles.,incorrect
MX_36a,MX.36a.261.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.261.1,Because the eggshells were gone.,correct
MX_36a,MX.36a.285.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.285.1,Because it was clear.,incorrect
MX_36a,MX.36a.304.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.304.1,That is because a solution is clear that you could see through.,incorrect
MX_36a,MX.36a.359.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.359.1,She made a solution because the eggshells had disappeared and it cannot be separated.,correct
MX_36a,MX.36a.364.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.364.1,"Because the eggshells were gone and the water was left, inside was clear that why she thinks that she made a solution.",correct
MX_36a,MX.36a.385.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.385.1,It was a reaction because it fizz and bubble up.,incorrect
MX_36a,MX.36a.392.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.392.1,The mixture was clear and eggshell was gone.,correct
MX_36a,MX.36a.393.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.393.1,Because bubbles are one sign of a gas.,incorrect
MX_36a,MX.36a.419.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.419.1,She thinks she made a solution because the eggshell dissolved in the vinegar and bubbled up and turned clear.,correct
MX_36a,MX.36a.432.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.432.1,Because the eggshell was gone and it was clear.,correct
MX_36a,MX.36a.437.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.437.1,Grace mixed 2 materials together and the solution ended up clear.,incorrect
MX_36a,MX.36a.439.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.439.1,Because she thinks that the eggshells and the water reaction and she think during the reaction the eggshell dissolved.,incorrect
MX_36a,MX.36a.453.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.453.1,She thinks she made a solution because the solute dissolved and the water is clear.,correct
MX_36a,MX.36a.469.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.469.1,Grace thinks she made a solution because first she put eggshells into a cup and covered them up with vinegar and then small bubbles appeared on the surface of the eggshell and a couple of days the eggshells were gone and the liquid was clear.,correct
MX_36a,MX.36a.473.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.473.1,Yes because she saw the gas on and the vinegar was clear.,incorrect
MX_36a,MX.36a.496.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.496.1,Because a solution is when a solute and a solvent are mixed and she did that.,incorrect
MX_36a,MX.36a.503.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.503.1,Because she put eggshells in a cup and covered them with vinegar and after a couple of days she saw that they were gone.,correct
MX_36a,MX.36a.504.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.504.1,The eggshells dissolved a solution is when the solvent dissolve.,incorrect
MX_36a,MX.36a.531.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.531.1,The vinegar destroyed the eggshells.,incorrect
MX_36a,MX.36a.540.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.540.1,Because he used something that can make it bubble.,incorrect
MX_36a,MX.36a.543.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.543.1,I think Grace thinks she made a solution because she mixed eggshells and vinegar together.,incorrect
MX_36a,MX.36a.562.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.562.1,Because at the end the eggshell was gone and the water was clear.,correct
MX_36a,MX.36a.568.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.568.1,Grace thinks she made a solution because the eggshells disappeared into the liquid.,correct
MX_36a,MX.36a.571.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.571.1,I think the reason why Grace thinks she made a solution is because the eggshells went away after awhile.,correct
MX_36a,MX.36a.572.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.572.1,I think she did make a solution because a solution is when 2 or more materials are mixed together and one disappears into the other.,correct
MX_36a,MX.36a.576.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.576.1,Because it turned into a clear liquid solution.,incorrect
MX_36a,MX.36a.592.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.592.1,"She thinks the water was clear, which it was so it was a solution.",incorrect
MX_36a,MX.36a.596.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.596.1,Because there were more bubbles everyday.,incorrect
MX_36a,MX.36a.601.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.601.1,Because she said the water was clear. When water is clear then it is a solution.,correct
MX_36a,MX.36a.626.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.626.1,It is a solution because the eggshells disappeared leaving liquid clear making a solution.,correct
MX_36a,MX.36a.635.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a solution.",MX.36a.635.1,Because she mixed the vinegar with the eggshells and later bubbles started to show up then it cleared.,correct
LF_31b,LF.31b.384.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.384.1,"Like a small river getting big, deltas are formed when a regular river is out to a ocean or lake. Over time the water will erode the mouth into a fan shaped deposit.",incorrect
LF_31b,LF.31b.387.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.387.1,A river rock earth motional with it and deposits it at the mouth. There is forming a delta.,incorrect
LF_31b,LF.31b.397.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.397.1,Deltas are earth materials that are carried away by the river and settle.,contradictory
LF_31b,LF.31b.404.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.404.1,A delta forms at the mouth of a river when earth material is carried away in a river.,incorrect
LF_31b,LF.31b.407.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.407.1,They come from water and water just keeps on building up.,incorrect
LF_31b,LF.31b.408.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.408.1,A erosion happen and over the time it forms.,incorrect
LF_31b,LF.31b.409.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.409.1,The depositions collapsing into them.,incorrect
LF_31b,LF.31b.416.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.416.1,It forms by a deposit of earth materials at mouth of a stream or river.,incorrect
LF_31b,LF.31b.417.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.417.1,Deltas are formed because the water takes the sand to the end of the river where it piles up and forms a delta.,incorrect
LF_31b,LF.31b.419.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.419.1,Delta forms by water or a river.,incorrect
LF_31b,LF.31b.422.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.422.1,Delta is formed because the mouth is full of water or melted ice.,incorrect
LF_31b,LF.31b.427.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.427.1,It is formed by a mouth of river of stream.,incorrect
LF_31b,LF.31b.427b.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.427b.1,It is formed by amount river or stream.,incorrect
LF_31b,LF.31b.428.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.428.1,Deltas form by depositions with water.,incorrect
LF_31b,LF.31b.432.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.432.1,A deposition at the mouth of the river.,incorrect
LF_31b,LF.31b.440.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.440.1,A delta is formed when water is deposited.,incorrect
LF_31b,LF.31b.457.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.457.1,Delta is form by different kinds of rock and gravity.,incorrect
LF_31b,LF.31b.459.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.459.1,I pick gravity because gravity is like process.,incorrect
LF_31b,LF.31b.462.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.462.1,It forms with gravity because it is like metal and plastic.,incorrect
LF_31b,LF.31b.476.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.476.1,By earth materials moving then stopping where the delta is.,incorrect
LF_31b,LF.31b.480.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.480.1,By running water.,incorrect
LF_31b,LF.31b.489.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.489.1,"As the water from the mountain comes and invades the place, it starts the canyon then it meanders around until it comes to another larger body of water and the delta is the end of the lake and beginning of the lake.",incorrect
LF_31b,LF.31b.513.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.513.1,A canyon is formed and the water pushes the dirt and other materials into a fan shape.,incorrect
LF_31b,LF.31b.527.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.527.1,Deltas are form by erosion and deposition.,incorrect
LF_31b,LF.31b.677.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.677.1,Earth materials are carried by water and dropped under the water settling at the bottom of the river.,incorrect
LF_31b,LF.31b.680.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.680.1,Deltas are formed by deposition that is when earth materials are carried away then let off at another place to form a delta.,incorrect
LF_31b,LF.31b.682.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.682.1,"Deltas form when water is run over a plateau for a long period of time and when the water runs somewhere else, that place where it runs out is a delta.",incorrect
LF_31b,LF.31b.780.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.780.1,"A delta forms whenever a river picks up dirt, sand and clay and carries them to the mouth of the river were it is weakened so it drops the materials and forms a delta.",correct
LF_31b,LF.31b.788.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.788.1,Deltas are formed by water carrying earth materials and not have enough force to push the materials so it lets the materials go.,incorrect
LF_31b,LF.31b.803.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.803.1,It forms when a river goes to a larger part of water and it leaves particles behind.,correct
LF_31b,LF.31b.822.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.822.1,Sand gets carried away by the river and settles at the mouth and forms a delta.,correct
LF_31b,LF.31b.844.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.844.1,A delta is formed when flowing water pushes sand to opposite sides forming a delta.,incorrect
LF_31b,LF.31b.853.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.853.1,Deltas form by rivers flowing and pushing sediment to the side.,incorrect
LF_31b,LF.31b.922.1,What process forms deltas? A. Gravity B. Erosion (C. Deposition) D. Decomposition.  Explain how deltas form.,LF.31b.922.1,Deltas form by water running over it.,incorrect
ME_78b,ME.78b.101.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.101.1,The motor will still run.,incorrect
ME_78b,ME.78b.105.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.105.1,The motor will burn out.,contradictory
ME_78b,ME.78b.107.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.107.1,The motor will go out too.,contradictory
ME_78b,ME.78b.119.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.119.1,The motor will still run.,incorrect
ME_78b,ME.78b.120.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.120.1,It would stay on.,incorrect
ME_78b,ME.78b.121.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.121.1,It would still work.,incorrect
ME_78b,ME.78b.123.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.123.1,It will run the same it is a parallel.,correct
ME_78b,ME.78b.142.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.142.1,The motor will keep going until the D-Cell runs out.,correct
ME_78b,ME.78b.144.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.144.1,The motor will stop running.,contradictory
ME_78b,ME.78b.146.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.146.1,The motor will still run because it is a parallel circuit.,correct
ME_78b,ME.78b.148.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.148.1,It will still run.,incorrect
ME_78b,ME.78b.149.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.149.1,Nothing will happen. It will still run.,incorrect
ME_78b,ME.78b.152.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.152.1,They both go out.,contradictory
ME_78b,ME.78b.154.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.154.1,The motor will quit because it is in a series if one thing runs out the rest that are hooked up to it will not work.,contradictory
ME_78b,ME.78b.155.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.155.1,The motor will stay on because the wire is coming out of the positive end and the back.,incorrect
ME_78b,ME.78b.173.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.173.1,If the bulb shuts off the motor will turn off because it is a series circuit.,contradictory
ME_78b,ME.78b.174.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.174.1,The motor will stay on.,incorrect
ME_78b,ME.78b.176.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.176.1,The motor will not work.,contradictory
ME_78b,ME.78b.178.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.178.1,The motor will stop.,contradictory
ME_78b,ME.78b.180.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.180.1,If the light bulb burns out the motor will keep on going.,incorrect
ME_78b,ME.78b.185.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.185.1,The motor will keep going.,incorrect
ME_78b,ME.78b.191.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.191.1,The motor will still keep running.,incorrect
ME_78b,ME.78b.192.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.192.1,The motor will still be running.,incorrect
ME_78b,ME.78b.195.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.195.1,There will be no electricity.,contradictory
ME_78b,ME.78b.206.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.206.1,The motor will go out.,contradictory
ME_78b,ME.78b.207.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.207.1,The motor will run.,incorrect
ME_78b,ME.78b.208.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.208.1,"If the light bulb burns out, the motor will not work.",contradictory
ME_78b,ME.78b.212.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.212.1,The motor will stop working.,contradictory
ME_78b,ME.78b.215.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.215.1,It would not work.,contradictory
ME_78b,ME.78b.217.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.217.1,The motor will still work.,incorrect
ME_78b,ME.78b.227.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.227.1,Nothing will happen.,incorrect
ME_78b,ME.78b.245.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.245.1,The motor will stop.,contradictory
ME_78b,ME.78b.250.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.250.1,The motor will run.,incorrect
ME_78b,ME.78b.311.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.311.1,The motor is going to keep going when the light bulb goes out.,incorrect
ME_78b,ME.78b.324.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.324.1,It will still run.,incorrect
ME_78b,ME.78b.327.1,Look at the picture of the circuit to the right. What will happen to the motor if the light bulb burns out?,ME.78b.327.1,It will still run because it is not sharing a wire like a series does.,incorrect
MS_30b,MS.30b.101.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.101.1,The rug was 12.,incorrect
MS_30b,MS.30b.108.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.108.1,They can measure the rug with a meter tape.,correct
MS_30b,MS.30b.112.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.112.1,Use a meter tape.,correct
MS_30b,MS.30b.115.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.115.1,Use a meter tape.,correct
MS_30b,MS.30b.136.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.136.1,They could use a measuring tape and that is how they will get the same answer.,correct
MS_30b,MS.30b.137.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.137.1,Next time they can use a measuring tape to be more accurate.,correct
MS_30b,MS.30b.144.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.144.1,They could use a meter tape.,correct
MS_30b,MS.30b.146.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.146.1,They should use a standard measurement.,correct
MS_30b,MS.30b.152.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.152.1,The size of the rug was 18 grams.,incorrect
MS_30b,MS.30b.171.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.171.1,They could use a meter tape.,correct
MS_30b,MS.30b.174.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.174.1,Have Mary come over and measure her room too.,incorrect
MS_30b,MS.30b.190.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.190.1,"They could use a meter tape, a centimeter ruler, or a inch ruler.",correct
MS_30b,MS.30b.276.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.276.1,They should use a standard metric unit to measure the rug like a meter tape.,correct
MS_30b,MS.30b.282.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.282.1,Use a ruler.,correct
MS_30b,MS.30b.288.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.288.1,She can measure with a centimeters.,correct
MS_30b,MS.30b.294.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.294.1,They could use a standard unit to measure the rug.,correct
MS_30b,MS.30b.312.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.312.1,They could use a standard measurement.,correct
MS_30b,MS.30b.316.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.316.1,They should return it and get another rug and measure with a meter tape.,correct
MS_30b,MS.30b.319.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.319.1,Use a standard measurement like a meter.,correct
MS_30b,MS.30b.324.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.324.1,They can use a metric tape.,correct
MS_30b,MS.30b.348.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.348.1,They have to get a measure tape.,correct
MS_30b,MS.30b.359.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.359.1,They could use a meter stick.,correct
MS_30b,MS.30b.391.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.391.1,They could have used a meter tape.,correct
MS_30b,MS.30b.396.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.396.1,They could buy a new rug and see if it fits.,incorrect
MS_30b,MS.30b.400.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.400.1,They could get a meter tape and see how long it is.,correct
MS_30b,MS.30b.417.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.417.1,By using a measuring tape.,correct
MS_30b,MS.30b.426.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.426.1,She could use measuring tape and see how much is it.,correct
MS_30b,MS.30b.452.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.452.1,Sharice could have the rug and her wall before buying the rug.,incorrect
MS_30b,MS.30b.463.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.463.1,Use a meter.,correct
MS_30b,MS.30b.486.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.486.1,Take the rug and if it fits buy it.,incorrect
MS_30b,MS.30b.488.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.488.1,With a centimeters tape.,correct
MS_30b,MS.30b.496.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.496.1,To use a centimeters tape.,correct
MS_30b,MS.30b.501.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.501.1,Cut it.,incorrect
MS_30b,MS.30b.532.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.532.1,They should use a standard unit of measure like a meter stick.,correct
MS_30b,MS.30b.569.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.569.1,They could use a ruler to measure the rug better then they got the right answer.,correct
MS_30b,MS.30b.571.1,"Mary told her friend Sharice that she had a rug to sell. Sharice asked if the rug would fit perfectly, wall to wall, in her bedroom. Mary went home and measured the rug. She put her feet heel-to-toe and counted the number of shoe lengths it took to measure the rug. She found the rug was 18 shoes long and 12 shoes wide. Sharice did the same thing in her room to measure the space for the rug. Her floor was 18 shoes long and 12 shoes wide. A perfect fit! Sharice bought the rug and took it home. To her dismay, she found it was too short and too narrow for her bedroom! What could Mary and Sharice do to better measure the size of the rug?",MS.30b.571.1,They can use meters or a tape measure.,correct
PS_15bp,PS.15bp.104.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.104.1,Because it is a horn that make like the mm.,incorrect
PS_15bp,PS.15bp.107.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.107.1,Because it is the shortest one and it do not have that much time to come up.,contradictory
PS_15bp,PS.15bp.114.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.114.1,Because the big circle makes a low pitch.,contradictory
PS_15bp,PS.15bp.118.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.118.1,Because it is the biggest and it takes longer to make loud sound.,correct
PS_15bp,PS.15bp.138.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.138.1,"Because it is a bigger instrument, wider and solid. Well those are the only ones I have learned.",correct
PS_15bp,PS.15bp.142.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.142.1,Because it is the biggest instrument and the bigger it is the bigger vibrations and the bigger vibrations the lower it sounds.,correct
PS_15bp,PS.15bp.152.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.152.1,Because it is bigger and I heard one before.,correct
PS_15bp,PS.15bp.158.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.158.1,Because it is an instrument of the orchestra.,incorrect
PS_15bp,PS.15bp.171.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.171.1,Because it has a curved thing.,incorrect
PS_15bp,PS.15bp.176.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.176.1,Because it is the biggest one.,correct
PS_15bp,PS.15bp.183.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.183.1,Because it is the smallest.,contradictory
PS_15bp,PS.15bp.191.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.191.1,Because it is the biggest one because the air can not go through it very fast.,correct
PS_15bp,PS.15bp.194.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.194.1,The low has make the highest sound and the highest make the lower sound.,incorrect
PS_15bp,PS.15bp.212.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.212.1,It is so big it has a lot of room to vibrate.,correct
PS_15bp,PS.15bp.222.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.222.1,Because the sound has more room to vibrate.,correct
PS_15bp,PS.15bp.249.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.249.1,The bigger it is the lower the sound the smaller it is the higher the sound.,correct
PS_15bp,PS.15bp.255.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.255.1,Because it has more amplification.,incorrect
PS_15bp,PS.15bp.320.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.320.1,Because it is the biggest.,correct
PS_15bp,PS.15bp.384.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.384.1,Because it has a little hole.,contradictory
PS_15bp,PS.15bp.452.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.452.1,Because it is the longest and it takes a while for it to make sound.,incorrect
PS_15bp,PS.15bp.457.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.457.1,It makes the lowest sound because it vibrates slower from having to travel far.,incorrect
PS_15bp,PS.15bp.461.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.461.1,Because it is the biggest out of all the instruments.,correct
PS_15bp,PS.15bp.486.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.486.1,Because the instrument is thicker than the others.,incorrect
PS_15bp,PS.15bp.494.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.494.1,Because the lower it is the lower for big.,incorrect
PS_15bp,PS.15bp.502.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.502.1,"Because the sound waves had a short time to set to the bottom, because it is bigger.",correct
PS_15bp,PS.15bp.524.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.524.1,Because it has to travel longer.,incorrect
PS_15bp,PS.15bp.532.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.532.1,It makes the lowest sound because it is bigger and vibrates slower.,correct
PS_15bp,PS.15bp.539.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.539.1,This is why it makes the lower sound the one I circled goes down and then up that might be why.,incorrect
PS_15bp,PS.15bp.562.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.562.1,I think that is the correct answer because is bigger.,correct
PS_15bp,PS.15bp.567.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.567.1,Because it is a big one so it is going to make the lowest sound.,correct
PS_15bp,PS.15bp.571.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.571.1,Because if it is large then it makes a lower sound.,correct
PS_15bp,PS.15bp.593.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.593.1,Because the bigger it is the lower the sound gets.,correct
PS_15bp,PS.15bp.605.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.605.1,Because it is the longest instrument. The air takes a longer time to travel out.,incorrect
PS_15bp,PS.15bp.629.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.629.1,Because it has the longest way to travel.,incorrect
PS_15bp,PS.15bp.641.1,Below are pictures of wind instruments. You blow air through them to produce sounds. Why does [the saxophone] make the lowest sounds?,PS.15bp.641.1,Because is little instruments and I already played it once.,contradictory
MS_64a,MS.64a.103.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.103.1,They got different measurements because their hands are different sizes.,correct
MS_64a,MS.64a.115.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.115.1,They got different measurements because their hands could be different sizes.,correct
MS_64a,MS.64a.119.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.119.1,Because hands can be different sizes.,correct
MS_64a,MS.64a.136.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.136.1,Maybe Andre's hand is bigger than Greta's hand.,correct
MS_64a,MS.64a.143.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.143.1,Greta could have had a bigger hand.,correct
MS_64a,MS.64a.147.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.147.1,They both have different hand length.,correct
MS_64a,MS.64a.171.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.171.1,It was not a standard unit of measurement.,incorrect
MS_64a,MS.64a.173.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.173.1,Greta and Andre got different measurements because Andre's hand was much smaller than Greta's hand.,correct
MS_64a,MS.64a.179.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.179.1,Greta had a smaller hand than him.,correct
MS_64a,MS.64a.190.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.190.1,Maybe because one of their hands are bigger one of their hands are smaller.,correct
MS_64a,MS.64a.276.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.276.1,Maybe she had bigger hands.,correct
MS_64a,MS.64a.278.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.278.1,Because their hands were different sizes.,correct
MS_64a,MS.64a.286.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.286.1,Because the hands are not the same size.,correct
MS_64a,MS.64a.293.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.293.1,Greta used his hands. Andre used the white board. They should use the same thing.,incorrect
MS_64a,MS.64a.319.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.319.1,Their hands could be different length.,correct
MS_64a,MS.64a.347.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.347.1,Their hands are different sizes.,correct
MS_64a,MS.64a.351.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.351.1,Because the white boards were different sizes.,incorrect
MS_64a,MS.64a.360.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.360.1,Maybe their hands were too big and too little.,correct
MS_64a,MS.64a.381.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.381.1,They have bigger or smaller sized hands.,correct
MS_64a,MS.64a.391.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.391.1,It was because they have different hand sizes.,correct
MS_64a,MS.64a.396.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.396.1,Because one of their hands are different sizes.,correct
MS_64a,MS.64a.401.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.401.1,Because their hands were not the same size.,correct
MS_64a,MS.64a.417.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.417.1,Because they have different hands and not the same.,correct
MS_64a,MS.64a.418.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.418.1,Because one of their arms is bigger.,incorrect
MS_64a,MS.64a.426.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.426.1,Because she might open her hands why does not she use a ruler.,incorrect
MS_64a,MS.64a.433.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.433.1,Because they used their hands and if they use their hands they can have use the hand then your hands can get tired.,incorrect
MS_64a,MS.64a.452.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.452.1,Andre's hand were smaller.,correct
MS_64a,MS.64a.495.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.495.1,Their hand are bigger than each others.,correct
MS_64a,MS.64a.499.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.499.1,They got different measurements because Andre has bigger hands than Greta.,correct
MS_64a,MS.64a.502.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.502.1,Maybe Greta has a bigger hand and Andre smaller hand.,correct
MS_64a,MS.64a.504.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.504.1,Because maybe the hand of Greta is too small. And Andre's hand is bigger.,correct
MS_64a,MS.64a.521.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.521.1,Greta is taller and Andre is shorter.,incorrect
MS_64a,MS.64a.566.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.566.1,Their hand are not the same. Maybe Greta hands are big than Andre's.,correct
MS_64a,MS.64a.569.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.569.1,It is because Greta has bigger hands and Andre has little hands.,correct
MS_64a,MS.64a.592.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.592.1,Greta might have bigger hands.,correct
MS_64a,MS.64a.595.1,Greta used her hand to measure the length of the whiteboard in her classroom. She found that it was 14 hands long. Andre measured the whiteboard and found that it was 16 hands long. Explain why Greta and Andre got different measurements.,MS.64a.595.1,Hands are not standard units.,correct
EM_46,EM.46.137.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.137.1,It if looks like salt then the salt is salt crystals. If it has lines in them it is calcite crystals.,incorrect
EM_46,EM.46.141.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.141.1,Calcite is straight lines.,incorrect
EM_46,EM.46.147.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.147.1,The calcite crystals have lines. Salt crystal have squares.,correct
EM_46,EM.46.149.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.149.1,The calcite crystals were lines and the salt crystals were pyramids and squares.,correct
EM_46,EM.46.153.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.153.1,You can tell them apart because the calcite is just lines. The salt crystals were pyramids and squares.,correct
EM_46,EM.46.281.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.281.1,"Calcite look like this the salt, drew picture, crystals look like this, drew picture.",incorrect
EM_46,EM.46.284.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.284.1,Salt crystals had an X on them and calcite crystals do not.,incorrect
EM_46,EM.46.288.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.288.1,The salt crystals look like squares.,incorrect
EM_46,EM.46.356.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.356.1,The salt crystals were square and the calcite had stripes.,incorrect
EM_46,EM.46.383.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.383.1,"When the crystals of the mock rock you could see them really good and with the minerals, calcite, they were hard to see.",incorrect
EM_46,EM.46.397.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.397.1,I know that crystals are different than salt crystals because the salt crystals do not have needle like structures.,incorrect
EM_46,EM.46.399.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.399.1,"They both have different crystals in them, the ones that are white are whiter than the calcite test crystals.",incorrect
EM_46,EM.46.406.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.406.1,"The calcite crystals looked liked small white needles, the salt crystals were small white globs and squares with Xs and diamonds.",correct
EM_46,EM.46.409.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.409.1,Well the vinegar if you beating a rock it will store bowl.,incorrect
EM_46,EM.46.422.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.422.1,The crystals were points and the salt crystal were Xs.,correct
EM_46,EM.46.428.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.428.1,The salt crystals have Xs and the others do not.,incorrect
EM_46,EM.46.431.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.431.1,One of them was whiter than the other and had more crystals.,incorrect
EM_46,EM.46.432.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.432.1,I can tell the difference because calcite crystals spread out and salt crystals look like squares.,incorrect
EM_46,EM.46.433.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.433.1,The salt crystals have Xs in them and the other ones look different.,incorrect
EM_46,EM.46.491.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.491.1,They are different because crystals from the calcite test are not minerals and the salt crystals are minerals.,incorrect
EM_46,EM.46.494.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.494.1,I can they are different because of their shape calcite crystals look like needles and salt had squares with Xs inside them.,correct
EM_46,EM.46.508.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.508.1,The salt crystals have little Xs and are square shape.,incorrect
EM_46,EM.46.523.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.523.1,Because the salt crystals were squares with Xs in them and the calcite crystals were and did not make shapes.,contradictory
EM_46,EM.46.557.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.557.1,The crystals have Xs inside when calcite has like white spot.,incorrect
EM_46,EM.46.561.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.561.1,The calcite can be white and crystals is black.,incorrect
EM_46,EM.46.572.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.572.1,Salt crystals had Xs and the crystals did not.,incorrect
EM_46,EM.46.576.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.576.1,The crystals did not look much like calcite but the did not look like salt either.,incorrect
EM_46,EM.46.599.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.599.1,Because the crystals from the calcite test were long and skinny. The salt crystals were fat and had designs on.,correct
EM_46,EM.46.605.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.605.1,The calcite crystals had tall needle patterns and the salt crystals were squares with Xs in them.,correct
EM_46,EM.46.607.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.607.1,The difference is the mineral have a little X in the rock have more color.,incorrect
EM_46,EM.46.609.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.609.1,Because the crystals from calcite look like little needles and the salt crystals had squares with Xs on them.,correct
EM_46,EM.46.615.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.615.1,The one has Xs is the one look like sauce.,incorrect
EM_46,EM.46.626.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.626.1,"Calcite crystals, salt crystals, acid, vinegar.",incorrect
EM_46,EM.46.630.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.630.1,"A crystal is signet, and has stuff in the middle. The calcite is clear smooth. Salt crystals look like something is dried up.",incorrect
EM_46,EM.46.634.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.634.1,If you have a bowl and inside there is a crystal and you put vinegar in the bowl if it has calcite it will look like needles with salt it will look like yes.,incorrect
EM_46,EM.46.649.1,Describe how you can tell the difference between the crystals from the calcite test and salt crystals when you observe them in an evaporation dish.,EM.46.649.1,"Calcite crystals, long needles. Salt crystals, X shape.",incorrect
ST_58,ST.58.393.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.393.1,It has to have at least one seed.,correct
ST_58,ST.58.397.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.397.1,I know if it is a fruit because it would have seeds in it.,correct
ST_58,ST.58.398.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.398.1,To be a fruit it must have at least one seed in it.,correct
ST_58,ST.58.423.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.423.1,It has seeds.,correct
ST_58,ST.58.427.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.427.1,In java are seed.,correct
ST_58,ST.58.429.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.429.1,"If has seed, in it the do have seeds, in it.",correct
ST_58,ST.58.451.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.451.1,If it has seeds it is a plant.,correct
ST_58,ST.58.456.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.456.1,I will look at the seed.,correct
ST_58,ST.58.461.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.461.1,It has a seed.,correct
ST_58,ST.58.464.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.464.1,"It has to have an embryo, seed count, and cotyledon.",correct
ST_58,ST.58.465.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.465.1,You have to make sure it has seeds.,correct
ST_58,ST.58.470.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.470.1,If it has seeds.,correct
ST_58,ST.58.474.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.474.1,The rule for deciding if the part of a plant you are observing is a fruit is a fruit is not a fruit unless it has seeds.,correct
ST_58,ST.58.486.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.486.1,It case a stem I do not know.,incorrect
ST_58,ST.58.492.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.492.1,My rule is has to be sweet.,incorrect
ST_58,ST.58.495.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.495.1,If it has seeds that is the answer to the question I think.,correct
ST_58,ST.58.496.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.496.1,I decide by looking in it and seeing a seed.,correct
ST_58,ST.58.497.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.497.1,By the texture the smell of the fruit and the weight.,incorrect
ST_58,ST.58.506.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.506.1,Does it have juice.,incorrect
ST_58,ST.58.522.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.522.1,Because it has seeds and if it has seeds in it is a fruit.,correct
ST_58,ST.58.535.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.535.1,My rule is to make sure it has seeds.,correct
ST_58,ST.58.558.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.558.1,My rule is that the fruit has to have a seed or seeds.,correct
ST_58,ST.58.560.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.560.1,The part of a plant you are observing is a fruit if it has seeds.,correct
ST_58,ST.58.564.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.564.1,If it has sees it is a fruit.,correct
ST_58,ST.58.576.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.576.1,If it has a seed or not.,correct
ST_58,ST.58.591.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.591.1,Does it have seeds is it covering seeds.,correct
ST_58,ST.58.606.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.606.1,The flowers.,incorrect
ST_58,ST.58.607.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.607.1,I know the part of the plant I am observing is a fruit because it has one or more seeds.,correct
ST_58,ST.58.628.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.628.1,If I look in it and it has seeds in it it is a fruit then if it do not have seeds then it is no a fruit.,correct
ST_58,ST.58.630.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.630.1,It nest to have a seed.,correct
ST_58,ST.58.631.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.631.1,Because inside the plant is a seed.,correct
ST_58,ST.58.635.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.635.1,"It has to have a seed of it does not have no seed, it will not be a fruit.",correct
ST_58,ST.58.638.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.638.1,It is going to tell you if you have a baby plant first.,incorrect
ST_58,ST.58.640.1,"What is your ""rule"" for deciding if the part of a plant you are observing is a fruit?",ST.58.640.1,That it has seeds or not.,correct
MX_36b,MX.36b.136.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.136.1,"Because after a while small bubbles appeared, but in the next day, bubbles, starting to be more eggshells were disappeared.",correct
MX_36b,MX.36b.151.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.151.1,She made a reaction because it started to bubble after a while.,correct
MX_36b,MX.36b.181.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.181.1,She made a reaction because bubbles appeared.,correct
MX_36b,MX.36b.185.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.185.1,She did make a reaction by saying that there was bubbles in the cup.,correct
MX_36b,MX.36b.261.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.261.1,The eggshells were gone.,incorrect
MX_36b,MX.36b.267.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.267.1,Grace thinks she made a reaction because bubbles appeared on the eggshells and that is what a reaction is.,correct
MX_36b,MX.36b.282.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.282.1,Because there are bubbles and the shells just disappeared.,correct
MX_36b,MX.36b.381.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.381.1,There was bubbles but just there was a gas.,incorrect
MX_36b,MX.36b.387.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.387.1,Because it was bubbles and fizzing.,correct
MX_36b,MX.36b.389.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.389.1,Because it started bubble.,correct
MX_36b,MX.36b.425.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.425.1,Because the eggshells bubbled then dissolved.,correct
MX_36b,MX.36b.430.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.430.1,Because it bubbled.,correct
MX_36b,MX.36b.431.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.431.1,Bubbles on the eggshells.,correct
MX_36b,MX.36b.433.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.433.1,Because there were bubbles.,incorrect
MX_36b,MX.36b.436.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.436.1,Because there was bubbles.,correct
MX_36b,MX.36b.437.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.437.1,The bubbles made a reaction.,correct
MX_36b,MX.36b.462.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.462.1,Because there were gas bubbles.,correct
MX_36b,MX.36b.469.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.469.1,Because she use eggshells and vinegar then small bubbles appeared then there were more bubbles the eggshells turned into a liquid.,correct
MX_36b,MX.36b.486.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.486.1,Because a reaction is where something combines and changes start which is a fizz or bubbles.,correct
MX_36b,MX.36b.488.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.488.1,Because there were a lot of bubbles. That one of the effects of a reaction.,correct
MX_36b,MX.36b.490.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.490.1,Because there were gas bubbles.,correct
MX_36b,MX.36b.494.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.494.1,It was a slow reaction but when it started to bubble and the shell dissolved it was a reaction.,correct
MX_36b,MX.36b.495.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.495.1,Because there was a lot of bubbles on the eggshell after she added the vinegar.,correct
MX_36b,MX.36b.497.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.497.1,Because she saw bubbles.,correct
MX_36b,MX.36b.503.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.503.1,Because she put eggshells in a cup and covered them with vinegar and after a couple of days she saw that they were gone.,incorrect
MX_36b,MX.36b.504.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.504.1,A few bubbles came. Gas.,correct
MX_36b,MX.36b.525.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.525.1,Because the egg shells disappeared.,incorrect
MX_36b,MX.36b.537.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.537.1,She made bubbles and that is a common sign of a reaction.,correct
MX_36b,MX.36b.556.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.556.1,Because she mix more there was fizz.,incorrect
MX_36b,MX.36b.596.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.596.1,Because there were more bubbles everyday.,correct
MX_36b,MX.36b.597.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.597.1,Because the eggshells bubbled and a few days later the eggshells were gone.,correct
MX_36b,MX.36b.601.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.601.1,She did make a reaction because she saw bubbles.,correct
MX_36b,MX.36b.607.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.607.1,Because it bubbled.,correct
MX_36b,MX.36b.609.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.609.1,Because it was gone.,incorrect
MX_36b,MX.36b.611.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.611.1,Because it had bubbles appearing.,correct
MX_36b,MX.36b.612.1,"Grace set up a science experiment. Here's what she wrote in her notebook. First I put eggshells into a cup and covered them with vinegar. After a while, small bubbles appeared on the surface of the eggshells. The next day there were more bubbles. In a couple of days, the eggshells were gone and the liquid was clear. I think I made a solution and a reaction. Explain why Grace thinks she made a reaction.",MX.36b.612.1,It bubbled that is why.,correct
FN_24b,FN.24b.111.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.111.1,"No, because with pure sugar is higher than 200 milliliters and Fruity Cream cookies is 150 milliliters.",correct
FN_24b,FN.24b.113.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.113.1,They are not pure sugar. My evidence is pure sugar has 200 milliliters. They only have 150.,correct
FN_24b,FN.24b.118.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.118.1,I think yes and no because cookies are not just pure sugar they are sweet as well so they do have sugar but not a whole lot of sugar.,contradictory
FN_24b,FN.24b.145.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.145.1,Fruity Cream cookies is not pure sugar because it would be as high as the volume tube with pure sugar.,correct
FN_24b,FN.24b.183.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.183.1,No because the Fruity Cream cookies are only 150 milliliters while pure sugar is 200 milliliters.,correct
FN_24b,FN.24b.187.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.187.1,"No, they are not pure sugar because the pure sugar is 200 milliliters and the cookie Is 150 milliliters.",correct
FN_24b,FN.24b.210.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.210.1,"No, Fruity Cream cookies have 150 milliliters of carbon dioxide and pure sugar has 200 milliliters carbon dioxide.",correct
FN_24b,FN.24b.224.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.224.1,"No but they do have sugar. If it was pure sugar, it would be 200 milliliters not 150 milliliters like it is.",correct
FN_24b,FN.24b.234.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.234.1,No because the experiment tells so cookies have 150 while sugar has 200.,correct
FN_24b,FN.24b.242.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.242.1,No because they had less carbon dioxide than the pure sugar did.,correct
FN_24b,FN.24b.243.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.243.1,"Fruity Cream cookies are not pure sugar because if it was pure sugar, it would be just like the pure sugar in other tube.",correct
FN_24b,FN.24b.258.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.258.1,No Fruity Cream cookies are not pure sugar. My evidence is that there was more carbon dioxide in the pure sugar volume tube than in the Fruity Cream cookies tube. And carbon dioxide is provided when yeast has warmth sugar and water.,correct
FN_24b,FN.24b.280.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.280.1,Fruity Cream cookies are not pure sugar. I know this because if the Fruity Cream cookies were pure sugar the volume tube would read the same.,correct
FN_24b,FN.24b.300.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.300.1,The Fruity Cream is not pure sugar because the cookie amount of milliliters does not meet the amount of milliliters in pure sugar.,correct
FN_24b,FN.24b.301.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.301.1,Finally Cream cookies are not pure sugar I know that because.,incorrect
FN_24b,FN.24b.315.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.315.1,No because on the diagram it shows pure sugar is more than Fruity Cream cookies.,incorrect
FN_24b,FN.24b.319.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.319.1,No Fruity Cream cookies are not pure sugar because it is fruity. Fruity means it is fruit.,incorrect
FN_24b,FN.24b.322.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.322.1,Yes because Fruity Cream cookies have sugar.,contradictory
FN_24b,FN.24b.328.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.328.1,They are almost pure sugar because they column tube on the left is above 200 milliliters and the one on the right is below.,correct
FN_24b,FN.24b.367.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.367.1,"No, because they have less carbon dioxide than pure sugar.",correct
FN_24b,FN.24b.388.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.388.1,"No, Fruity Cream is not pure sugar the chart says that the cookies are at 150 milliliters and pure sugar is 200 milliliters.",correct
FN_24b,FN.24b.390.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.390.1,"Fruity Cream cookies are pure sugar, because the volume tube tells if it has sugar and it has sugar because it is sweet.",contradictory
FN_24b,FN.24b.395.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.395.1,"No, because on the top it has the name of the cookies and it shows how much sugar it has in it.",incorrect
FN_24b,FN.24b.418.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.418.1,"No, because there is fruit and fruit does not have that much sugar.",incorrect
FN_24b,FN.24b.432.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.432.1,"No, because the pictures on the right show you that the cookies have less.",incorrect
FN_24b,FN.24b.459.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.459.1,"Yes, my evidence is that Diva's father said that they were pure sugar.",contradictory
FN_24b,FN.24b.493.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.493.1,"No, Fruity Cream cookies are not pure sugar because if you compare it the cookies are not the same mass.",incorrect
FN_24b,FN.24b.495.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.495.1,"No, Fruity Cream cookies are not pure sugar because they are not 4 grams.",incorrect
FN_24b,FN.24b.508.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.508.1,No they are not pure sugar if it was it would pass 350 milliliters.,correct
FN_24b,FN.24b.512.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.512.1,"No, Fruity Cream cookies are not pure sugar because pure sugar is about 200 and Fruity Cream cookies are at least 150 milliliters.",correct
FN_24b,FN.24b.513.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.513.1,"No, Fruity Cream cookies is not pure sugar because pure sugar is 200 milliliters and Fruity Cream cookies is less than 200 milliliters.",correct
FN_24b,FN.24b.521.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.521.1,"No, Fruity Cream cookies are not pure sugar. My evidence was, pure sugar result were 200 milliliters and the cookies were 150.",correct
FN_24b,FN.24b.533.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.533.1,"No, they are not put sugar because when she put the cookies in the volume measure it was not to the highest number.",correct
FN_24b,FN.24b.541.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.541.1,Fruity Cream cookies have a lot of pure sugar and the cream cookies have less sugar.,incorrect
FN_24b,FN.24b.547.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.547.1,Fruity Cream cookies are not pure sugar and my evidence is that pure sugar is 200 milliliters but Fruity Cream cookies is only 150 milliliters.,correct
FN_24b,FN.24b.561.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Are Fruity Cream cookies pure sugar? What is your evidence?,FN.24b.561.1,Yes because cookies has a lot of sugar in it.,contradictory
VB_40a,VB.40a.142.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.142.1,A 2 boat.,contradictory
VB_40a,VB.40a.146.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.146.1,3.,contradictory
VB_40a,VB.40a.151.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.151.1,To is boat.,incorrect
VB_40a,VB.40a.184.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.184.1,Going up 5 marbles each time he put them in.,contradictory
VB_40a,VB.40a.188.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.188.1,56.1 equals average.,incorrect
VB_40a,VB.40a.208.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.208.1,"Large paper cup, marble mass.",incorrect
VB_40a,VB.40a.211.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.211.1,He measured to see how far the boat sank when different numbers of marbles were added.,contradictory
VB_40a,VB.40a.215.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.215.1,The standard was that he used marbles.,incorrect
VB_40a,VB.40a.241.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.241.1,Jack's standard is using marbles instead of pennies.,incorrect
VB_40a,VB.40a.244.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.244.1,There is no standard.,contradictory
VB_40a,VB.40a.245.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.245.1,The standard is 0 marbles and 0 the boat sank.,correct
VB_40a,VB.40a.251.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.251.1,The cup that did not hold anything.,correct
VB_40a,VB.40a.258.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.258.1,I think 8.5.,contradictory
VB_40a,VB.40a.261.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.261.1,5 marbles amount it sank 3.,contradictory
VB_40a,VB.40a.277.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.277.1,The standard is the 0 one.,correct
VB_40a,VB.40a.286.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.286.1,A large paper cup with labels.,incorrect
VB_40a,VB.40a.289.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.289.1,"0 Marbles, amount boat sank.",incorrect
VB_40a,VB.40a.299.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.299.1,0 marbles.,incorrect
VB_40a,VB.40a.299a.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.299a.1,How many pennies boat sank.,incorrect
VB_40a,VB.40a.323.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.323.1,The amount of marbles.,incorrect
VB_40a,VB.40a.326.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.326.1,He had a standard for 5 marbles 3 boat sank.,contradictory
VB_40a,VB.40a.353.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.353.1,0 marbles.,incorrect
VB_40a,VB.40a.366.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.366.1,The number of marbles.,incorrect
VB_40a,VB.40a.367.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.367.1,Size of boat.,incorrect
VB_40a,VB.40a.369.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.369.1,0 marbles.,incorrect
VB_40a,VB.40a.391.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.391.1,"0 marbles, amount boat sank.",incorrect
VB_40a,VB.40a.434.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.434.1,He is getting marbles and putting it in a cup.,incorrect
VB_40a,VB.40a.449.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.449.1,It is an a controlled experiment.,incorrect
VB_40a,VB.40a.455.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.455.1,Jack's experiment was to see how many marbles he could fit in the cup before sinking.,incorrect
VB_40a,VB.40a.461.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.461.1,Jack changed the number of marbles.,incorrect
VB_40a,VB.40a.464.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.464.1,The boat with no marbles is the standard.,correct
VB_40a,VB.40a.479.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.479.1,Jack changed probably was the amount of water.,incorrect
VB_40a,VB.40a.494.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.494.1,Jack's standard was the lifeboat.,incorrect
VB_40a,VB.40a.502.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.502.1,The standard is the first lifeboat he made.,incorrect
VB_40a,VB.40a.541.1,Jack made a lifeboat out of a large paper cup. He decided to measure how far the boat sank when different numbers of marbles were added. His data are shown in the table. Identify the standard for Jack's experiment.,VB.40a.541.1,He did not complete all the standards.,incorrect
LF_26b2,LF.26b2.393.1,"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?",LF.26b2.393.1,As the contour lines get closer the mountain side gets steeper.,incorrect
LF_26b2,LF.26b2.403.1,"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?",LF.26b2.403.1,The lines are close together.,incorrect
LF_26b2,LF.26b2.408.1,"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?",LF.26b2.408.1,You can tell because it is at the top and it is 5000.,incorrect
LF_26b2,LF.26b2.416.1,"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?",LF.26b2.416.1,Because the contour lines are closer than the others.,incorrect
LF_26b2,LF.26b2.417.1,"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?",LF.26b2.417.1,I can tell because the contour lines closer.,incorrect
LF_26b2,LF.26b2.421.1,"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?",LF.26b2.421.1,S because it is closer together.,contradictory
LF_26b2,LF.26b2.430.1,"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?",LF.26b2.430.1,It is steeper because it is below sea level.,incorrect
LF_26b2,LF.26b2.433.1,"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?",LF.26b2.433.1,Because it looks like it is going further down than the others.,incorrect
LF_26b2,LF.26b2.436.1,"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?",LF.26b2.436.1,How do I know it is the steepest because the lines are closer.,correct
LF_26b2,LF.26b2.445.1,"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?",LF.26b2.445.1,I know because Q is at the bottom of the map.,incorrect
LF_26b2,LF.26b2.446.1,"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?",LF.26b2.446.1,Because the line is closer.,incorrect
LF_26b2,LF.26b2.464.1,"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?",LF.26b2.464.1,Because it has a line in it and probably it is a valley or something.,incorrect
LF_26b2,LF.26b2.476.1,"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?",LF.26b2.476.1,Because the contour lines are close to each other.,incorrect
LF_26b2,LF.26b2.477.1,"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?",LF.26b2.477.1,Because you can see that her lines has the top and it is steeper.,incorrect
LF_26b2,LF.26b2.479.1,"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?",LF.26b2.479.1,Because it is in the middle and it is steeper.,incorrect
LF_26b2,LF.26b2.486.1,"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?",LF.26b2.486.1,Q is the steepest part of the map the line is close together.,correct
LF_26b2,LF.26b2.492.1,"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?",LF.26b2.492.1,Because Q is moving like a snake and it is hard to go swirl like this.,incorrect
LF_26b2,LF.26b2.511.1,"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?",LF.26b2.511.1,Q. Because the contour lines are closer together to make it steeper.,correct
LF_26b2,LF.26b2.527.1,"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?",LF.26b2.527.1,Because it curves going up the mountain.,incorrect
LF_26b2,LF.26b2.531.1,"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?",LF.26b2.531.1,Because the contour lines are closer together than the other R and S.,correct
LF_26b2,LF.26b2.537.1,"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?",LF.26b2.537.1,Because the elevation increases and does not decrease.,incorrect
LF_26b2,LF.26b2.680.1,"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?",LF.26b2.680.1,I know because the contour lines are closer together.,incorrect
LF_26b2,LF.26b2.708.1,"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?",LF.26b2.708.1,Because the lines are closer together.,incorrect
LF_26b2,LF.26b2.717.1,"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?",LF.26b2.717.1,The land lines are close.,incorrect
LF_26b2,LF.26b2.740.1,"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?",LF.26b2.740.1,The lines are closer together.,incorrect
LF_26b2,LF.26b2.743.1,"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?",LF.26b2.743.1,Because it is the straightest part.,incorrect
LF_26b2,LF.26b2.778.1,"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?",LF.26b2.778.1,The contour lines are closer together.,correct
LF_26b2,LF.26b2.786.1,"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?",LF.26b2.786.1,I know because the contour lines are closer together.,incorrect
LF_26b2,LF.26b2.802.1,"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?",LF.26b2.802.1,I know it is the steepest part because the contour lines are closer together.,correct
LF_26b2,LF.26b2.808.1,"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?",LF.26b2.808.1,The contour lines are close together.,incorrect
LF_26b2,LF.26b2.814.1,"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?",LF.26b2.814.1,I know it is the steepest part of the trail because the lines are the closest together.,correct
LF_26b2,LF.26b2.823.1,"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?",LF.26b2.823.1,Because the contour lines are closer.,incorrect
LF_26b2,LF.26b2.838.1,"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?",LF.26b2.838.1,Q because the place it is located.,incorrect
LF_26b2,LF.26b2.839.1,"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?",LF.26b2.839.1,Q is on the steepest part of the trail. I know this because the lines are closer together.,correct
LF_26b2,LF.26b2.846.1,"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?",LF.26b2.846.1,The contour lines are close together.,incorrect
LF_26b2,LF.26b2.922.1,"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?",LF.26b2.922.1,I know it is the steepest trail because the lines are close together.,correct
SE_31b,SE.31b.105.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.105.1,A. Because it is larger. B is very skinny.,correct
SE_31b,SE.31b.118.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.118.1,A. Box A got hotter because the temperature in the graph helped me decide.,correct
SE_31b,SE.31b.126.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.126.1,A. Her box got the hottest so it had to be A. It had to be A because it was laying down and the sun could get in it more faster than David's.,correct
SE_31b,SE.31b.129.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.129.1,A. The results help me find this out.,incorrect
SE_31b,SE.31b.139.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.139.1,A. Julie's box had more black so the box was hotter because the more black the more the heat the black absorb. So that is why I chose Julie's because in my graph hers was the highest.,correct
SE_31b,SE.31b.150.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.150.1,A. I looked at the chart.,incorrect
SE_31b,SE.31b.160.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.160.1,A. It has higher results and her box is long and of course skinny.,correct
SE_31b,SE.31b.191.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.191.1,A. Solar water heater A was painted more black so that one got hotter.,correct
SE_31b,SE.31b.250.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.250.1,Both. They are both have the same centimeters but A is down and B is up so A and B are the same but different.,contradictory
SE_31b,SE.31b.257.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.257.1,A. The box had a bigger black spot to hold and attract more heat.,correct
SE_31b,SE.31b.258.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.258.1,A. Because more heat would go into the small box than the long big box.,correct
SE_31b,SE.31b.265.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.265.1,A. I think Julie is A because when first temperature. I did her first so I think she is A.,incorrect
SE_31b,SE.31b.314.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.314.1,B. Because Julie's has bigger numbers in the chart and letter B looks bigger but with the same amount of everything.,contradictory
SE_31b,SE.31b.315.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.315.1,A. A because black is shown more on the bottom and so the black absorbed the heat.,correct
SE_31b,SE.31b.320.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.320.1,B. Because his temperature is more taller than David because they are different by how they are.,contradictory
SE_31b,SE.31b.331.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.331.1,B. Because B is more taller and it has a smaller top and it is not that extended like A. A is a transfer rate of heat. B preserves more solar energy.,contradictory
SE_31b,SE.31b.393.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.393.1,A. Water can heat up faster in a wide tank because the water is not deep. Julie has the hottest degree Celsius.,incorrect
SE_31b,SE.31b.405.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.405.1,A. Box A is laid horizontally. The sun is hitting mostly the top. Box A has a bigger top than box B. Thus making box A hotter.,correct
SE_31b,SE.31b.406.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.406.1,A. A is set flat down on the ground spreading the water around and it has a larger black space which will absorb more heat heating the water faster.,correct
SE_31b,SE.31b.407.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.407.1,A. I choose A because it heated up faster and was spread out so it heated up faster.,correct
SE_31b,SE.31b.430.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.430.1,A. Since more of hers were on the ground on something dark it would absorb more heat because dark colors absorb more heat.,correct
SE_31b,SE.31b.443.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.443.1,"A. The evidence that supports my answer is A box because with a long section colored black, the solar heater would absorb more heat and the temperature under Julie's name because the temperature is hotter than David's.",correct
SE_31b,SE.31b.492.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.492.1,A. Because her box got the highest temperature. And it had more room to heat it up.,correct
SE_31b,SE.31b.494.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.494.1,A. The evidence that supports my answer is that box A had more black in it and the sun would absorb box A more.,correct
SE_31b,SE.31b.521.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.521.1,A. I picked A because the inside had more black space.,correct
SE_31b,SE.31b.525.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.525.1,A. Because there is more black tarp and under Julie it has higher temperatures. And more black heats up faster so Julie's is A.,correct
SE_31b,SE.31b.529.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.529.1,"A. Because the solar energy meets the collector sooner because it is shorter, so it heats up quicker.",contradictory
SE_31b,SE.31b.531.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.531.1,A. Julie's temperature went higher than David because she has more square units of solar collectors.,correct
SE_31b,SE.31b.536.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.536.1,A. Well the more area black covers the hotter it will get. Just like in the table. Since A covers more I thought that A would be a perfect match with the table.,correct
SE_31b,SE.31b.548.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.548.1,"A. Because the more black tarp you have, the hotter it is going to get.",correct
SE_31b,SE.31b.574.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.574.1,A. Because the bigger box heats up fast and Julie's temperatures were high.,correct
SE_31b,SE.31b.594.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.594.1,A. Because she had higher temperatures than David.,correct
SE_31b,SE.31b.597.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.597.1,"A. The evidence that supports my answer is the chart or table. I looked at both the temperatures and solar water heaters and I decide, using the chart or table, that A is Julie's.",correct
SE_31b,SE.31b.608.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.608.1,A. Julie made box A because her temperatures were high. Box A has more black than box B. So box A will absorb more heat since it has more black.,correct
SE_31b,SE.31b.610.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.610.1,A. It is box A because the box has more black than the other box and it absorbs the sun is heat.,correct
SE_31b,SE.31b.611.1,"Julie and David each built a solar water heater. Both solar water heaters were 10 centimeters x 10 centimeters x 30 centimeters. Both water heaters were painted black on the inside bottom and filled to the top with 3 liters of room temperature water. Both water heaters were set in the sun. They checked the temperatures every 5 minutes and made the table below. Which box did Julie build, A or B? What evidence supports your answer?",SE.31b.611.1,A. A because it has more black painted than in box B so A absorbs more than B.,correct
ST_59,ST.59.382.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.382.1,Elena should add shelter.,correct
ST_59,ST.59.386.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.386.1,She needs shelter.,correct
ST_59,ST.59.389.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.389.1,Elena has to put homes inside of the habitat.,correct
ST_59,ST.59.393.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.393.1,She needs to add another house or shelter and maybe a female.,correct
ST_59,ST.59.396.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.396.1,Elena should include another home.,correct
ST_59,ST.59.402.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.402.1,More shelter.,correct
ST_59,ST.59.418.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.418.1,Put a glass in the center of the tank.,incorrect
ST_59,ST.59.420.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.420.1,Get her own shelter for that lizard.,correct
ST_59,ST.59.422.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.422.1,"A lizard needs food, home, space, air, water.",correct
ST_59,ST.59.423.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.423.1,A structure for the next lizard.,correct
ST_59,ST.59.451.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.451.1,Elena should make special places for both of them otherwise they will fight.,correct
ST_59,ST.59.453.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.453.1,Maybe she could put in 2 females also.,incorrect
ST_59,ST.59.458.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.458.1,A new bed.,incorrect
ST_59,ST.59.460.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.460.1,"Some twigs, rocks and air.",incorrect
ST_59,ST.59.465.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.465.1,I think she would need to put some wood need some wood.,incorrect
ST_59,ST.59.467.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.467.1,Maybe some shelter or some grass.,correct
ST_59,ST.59.469.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.469.1,She would have to know the food the lizards want.,incorrect
ST_59,ST.59.488.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.488.1,"She is going to need food for both of them, water, space and shelter.",correct
ST_59,ST.59.491.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.491.1,She needs to observe her lizard.,incorrect
ST_59,ST.59.492.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.492.1,Some leaves and some wood.,incorrect
ST_59,ST.59.497.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.497.1,Water and food.,incorrect
ST_59,ST.59.529.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.529.1,Another shelter.,correct
ST_59,ST.59.535.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.535.1,The shelter and other basic needs.,correct
ST_59,ST.59.556.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.556.1,She should add another shelter.,correct
ST_59,ST.59.560.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.560.1,"Well, food, water, some leaves, some dirt, a stick or 2 and some rocks and grass.",correct
ST_59,ST.59.562.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.562.1,"Elena should put leaves, logs, and tree branches in the habitat.",correct
ST_59,ST.59.568.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.568.1,She should get a bigger and food and water.,incorrect
ST_59,ST.59.570.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.570.1,Elena should put more food and water.,incorrect
ST_59,ST.59.599.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.599.1,She should add shelter and space.,correct
ST_59,ST.59.601.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.601.1,Elena should be sure to have either 2 habitats or a lot of space so each lizard does not have to fight over space.,incorrect
ST_59,ST.59.607.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.607.1,She should put a prop of a lizard to see if her lizard will let it be or fight it.,incorrect
ST_59,ST.59.628.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.628.1,Grass.,incorrect
ST_59,ST.59.632.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.632.1,She should make sure they are nice to each other.,incorrect
ST_59,ST.59.633.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.633.1,"Shelter, space, and homes.",correct
ST_59,ST.59.640.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.640.1,Another house for the lizard.,correct
ST_59,ST.59.641.1,"Elena has a male lizard that has lived for several years in the habitat she provided. She knows that some lizards are territorial. Besides additional food and water, what should she be sure to include in the habitat before she adds another male lizard?",ST.59.641.1,She or he should add more space and almost everything lizards need.,incorrect
SE_24a,SE.24a.102.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.102.1,You would know by which way the shadow is pointing to.,incorrect
SE_24a,SE.24a.104.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.104.1,I used the strategy never eat soggy waffles.,incorrect
SE_24a,SE.24a.106.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.106.1,Because the direction the shadows were facing and in my journal.,incorrect
SE_24a,SE.24a.107.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.107.1,The shadow is point east.,correct
SE_24a,SE.24a.111.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.111.1,Because the shadows.,incorrect
SE_24a,SE.24a.123.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.123.1,I just looked at it if it was early afternoon it would be pointing northeast and if it was late afternoon it would be point to southwest.,incorrect
SE_24a,SE.24a.134.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.134.1,By looking at the shadows' reflection.,incorrect
SE_24a,SE.24a.157.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.157.1,Because my teacher tell me never eat soggy waffles. It means north east south west.,incorrect
SE_24a,SE.24a.165.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.165.1,Because I used a compass.,incorrect
SE_24a,SE.24a.174.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.174.1,Because the sun is behind them.,incorrect
SE_24a,SE.24a.190.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.190.1,Because the sun is in the north.,incorrect
SE_24a,SE.24a.244.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.244.1,"Common sense. I just know because the experiment with shadows. The letters next to the boxes of north, east, south, west are direction letters and the letter in the boxes are the ones you see on maps.",incorrect
SE_24a,SE.24a.246.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.246.1,I followed where I walk and it came to me and I found all the sides.,incorrect
SE_24a,SE.24a.254.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.254.1,West is on the left side.,incorrect
SE_24a,SE.24a.315.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.315.1,Because the sun rises at the east and the sun is moving.,incorrect
SE_24a,SE.24a.328.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.328.1,The direction of west is left that the west.,incorrect
SE_24a,SE.24a.336.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.336.1,Because the sun is pointing east and the shadow have to point to the north.,contradictory
SE_24a,SE.24a.340.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.340.1,By using a compass to tell me where it is.,incorrect
SE_24a,SE.24a.382.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.382.1,That is how you spell west east. West by the W. East by the E.,incorrect
SE_24a,SE.24a.386.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.386.1,Because that is the way the sun sets.,incorrect
SE_24a,SE.24a.388.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.388.1,Because when the sun is in the east your shadow is really big like in the picture. So if the sun is in the east I would know.,contradictory
SE_24a,SE.24a.389.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.389.1,The sun rises on the east.,incorrect
SE_24a,SE.24a.439.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.439.1,I know it is west because the sunrise in the east and the shadow is longer.,incorrect
SE_24a,SE.24a.441.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.441.1,The shadow is facing the east and in the afternoon the sun is shining west so the shadow is east.,correct
SE_24a,SE.24a.488.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.488.1,Because of the way the sun is showing.,incorrect
SE_24a,SE.24a.495.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.495.1,"I knew which direction west was because in the plaza it shows all the shadows facing one way and the sun makes shadows face the opposite directions of the object, and I knew that in the afternoon the sun is in the north so it must be west above.",contradictory
SE_24a,SE.24a.504.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.504.1,I knew which direction was west because in the afternoon the sun is coming from the east.,contradictory
SE_24a,SE.24a.506.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.506.1,I knew it because west is where the sun is most of the time.,contradictory
SE_24a,SE.24a.513.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.513.1,Because the drawing looked like the early morning of the day and I knew that the sun rises in the east and sets in the west.,contradictory
SE_24a,SE.24a.538.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.538.1,Because the sun would probably be northwest for the shadow to face southeast.,correct
SE_24a,SE.24a.564.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.564.1,I know that north is forward and west is your left.,incorrect
SE_24a,SE.24a.597.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.597.1,When earth moves then the shadow will be in the west because by then the sun will be setting.,contradictory
SE_24a,SE.24a.603.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.603.1,"West is always on your left, after that it is east.",incorrect
SE_24a,SE.24a.605.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.605.1,I know which direction was west is because a shadow facing west.,contradictory
SE_24a,SE.24a.611.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.611.1,I knew where west is because I looked at the shadow.,incorrect
SE_24a,SE.24a.614.1,The drawing above shows a plaza in the afternoon. Label the west side of the drawing with a W. Label the north side of the drawing with an N. How did you know which direction was west?,SE.24a.614.1,"I knew which direction was west because in class, I learned that no matter what way you are facing, west is always on the left side.",incorrect
FN_24c,FN.24c.101.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.101.1,Diva needed to test pure sugar so that she could make sure Fruity Cream cookies did not have as much carbon dioxide as pure sugar to see if her dad was wrong.,correct
FN_24c,FN.24c.154.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.154.1,Diva needed to test pure sugar because that is how much she is eating with the cookies. So it is not good to have too much or else she will have diabetes.,incorrect
FN_24c,FN.24c.161.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.161.1,Susan will know which food contains the most sugar when the tube with bag inside can stop all the way to the top.,incorrect
FN_24c,FN.24c.184.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.184.1,"Tube, warm water 50 milliliters, 40 to 50 bag syringe, yeast, tube, testing food, measuring utensils.",incorrect
FN_24c,FN.24c.209.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.209.1,Diva needed to test pure sugar so he know if the cookies was pure sugar.,correct
FN_24c,FN.24c.210.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.210.1,Because her dad said the cookies were pure sugar.,incorrect
FN_24c,FN.24c.222.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.222.1,Because Diva's dad said they were pure sugar and so Diva investigated both to see what one had more sugar.,incorrect
FN_24c,FN.24c.230.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.230.1,So she could prove that cream fruit cookies had less than pure sugar.,incorrect
FN_24c,FN.24c.247.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.247.1,To see if it as in the cookies was exactly pure sugar.,incorrect
FN_24c,FN.24c.254.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.254.1,"A volume tube, yeast, water, and a warm bath.",incorrect
FN_24c,FN.24c.256.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.256.1,To compare pure sugar and Fruity Cream cookies.,incorrect
FN_24c,FN.24c.257.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.257.1,The one with the most carbon dioxide in the volume tube has the most sugar.,correct
FN_24c,FN.24c.276.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.276.1,"Diva needed to test pure sugar because if she just tested Fruity Cream cookies, she would have no proof of them having less milliliters than pure sugar.",correct
FN_24c,FN.24c.302.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.302.1,To see if pure sugar was the same as Fruity Cream cookies.,incorrect
FN_24c,FN.24c.322.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.322.1,Because she wanted to know how much sugar it has.,incorrect
FN_24c,FN.24c.327.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.327.1,"She needed to test the pure sugar because she needed a controlled variable because if she did not, she would not know how much sugar is in sugar and she cannot compare the cookies and the sugar.",correct
FN_24c,FN.24c.330.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.330.1,So she could compare the results and see if they are the same.,correct
FN_24c,FN.24c.360.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.360.1,Diva needed to test pure sugar as a control to compare with the Fruity Cream cookie.,correct
FN_24c,FN.24c.384.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.384.1,To see what Fruity Cream cookies percentage from real sugar.,incorrect
FN_24c,FN.24c.418.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.418.1,Because her dad does not want to eat that much sugar.,incorrect
FN_24c,FN.24c.422.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.422.1,She needed to test pure sugar to find out if Fruity Cream Cookies are pure sugar.,correct
FN_24c,FN.24c.424.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.424.1,To see how much sugar it really has.,incorrect
FN_24c,FN.24c.428.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.428.1,To see which one has the more sugar to compare with the Fruity Cream cookies.,incorrect
FN_24c,FN.24c.451.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.451.1,She tested pure sugar because she needed something to go against with the cookies.,correct
FN_24c,FN.24c.455.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.455.1,To see what has more sugar than Fruity Cream cookies.,incorrect
FN_24c,FN.24c.478.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.478.1,She needed to compare if Fruity Cream cookies is pure sugar.,incorrect
FN_24c,FN.24c.490.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.490.1,She needed to test pure sugar because then there would be nothing to compare with.,incorrect
FN_24c,FN.24c.511.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.511.1,To show her dad the cookies are not equal to pure sugar.,incorrect
FN_24c,FN.24c.512.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.512.1,So she could see which one has more sugar than the other. Then she can see which one has less sugar and she can eat that one.,incorrect
FN_24c,FN.24c.548.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.548.1,Diva needed to test pure sugar because her dad said to not eat that many cookies because they are pure sugar.,incorrect
FN_24c,FN.24c.568.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.568.1,To see if Fruity Cream cookies was pure sugar.,incorrect
FN_24c,FN.24c.572.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.572.1,So she can prove to her dad that the cookies are not pure sugar. So she can have Fruity Cream Cookies.,incorrect
FN_24c,FN.24c.579.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.579.1,Diva needed to test pure sugar because she needed to see if pure sugar itself had more or less than Fruity Cream cookies.,incorrect
FN_24c,FN.24c.587.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.587.1,Because if she did not know it she would not know how much it was or if they were the same.,correct
FN_24c,FN.24c.597.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.597.1,So she can compare them or else she could not compare the amounts.,incorrect
FN_24c,FN.24c.607.1,Diva's father told her she should not eat so many cookies because they were pure sugar. Diva decided to investigate the amount of sugar in Fruity Cream cookies. She performed the sugar test on 4 grams of pure sugar and on 4 grams of Fruity Cream cookies. The results are pictured at the right. Why did Diva need to test pure sugar?,FN.24c.607.1,So she can see the difference of the pure sugar and regular sugar.,incorrect
MX_41,MX.41.387.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.387.1,No because no solid that one has more than the other in the same amount of water.,contradictory
MX_41,MX.41.392.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.392.1,No not all mixtures and solutions come out correct he needs to let it sit or he should let or he should let I stir it.,contradictory
MX_41,MX.41.393.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.393.1,Yes because different materials have different solubility.,correct
MX_41,MX.41.396.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.396.1,Yes because different solids have different solubility is. Janet and Mike used different solids. They are wrong.,correct
MX_41,MX.41.399.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.399.1,Yes it is possible both solubility's are correct different solubility's very possible because some substances are more able to dissolve in less space than others.,correct
MX_41,MX.41.400.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.400.1,Yes because the water has different materials in it and the materials have different atoms and stuff and that makes changes to what happens to them in water and their solubility.,correct
MX_41,MX.41.421.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.421.1,No because it has 2 different chemicals and it does not have the same solubilities.,contradictory
MX_41,MX.41.423.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.423.1,Yes because they are whole new materials.,correct
MX_41,MX.41.424.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.424.1,Because they are different ingredients.,correct
MX_41,MX.41.430.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.430.1,Yes because they are 2 different ingredients.,correct
MX_41,MX.41.434.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.434.1,Yes because the solubility is of mixtures are not all the same.,correct
MX_41,MX.41.436.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.436.1,Yes because they are different materials.,correct
MX_41,MX.41.439.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.439.1,Yes because they are both different.,correct
MX_41,MX.41.458.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.458.1,Yes it is.,incorrect
MX_41,MX.41.468.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.468.1,What do you mean I do not how what you are say to me so can you help me.,incorrect
MX_41,MX.41.486.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.486.1,Yes because all material move in a different way.,correct
MX_41,MX.41.496.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.496.1,Because they are different things. Nitrate is different then chloride so they cannot be the same weight. Just like a monkey and a elephant.,incorrect
MX_41,MX.41.503.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.503.1,Yes because all materials have different grams.,incorrect
MX_41,MX.41.525.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.525.1,Yes because they are 2 different things.,correct
MX_41,MX.41.541.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.541.1,No because silver chloride is different than silver nitrate.,contradictory
MX_41,MX.41.542.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.542.1,No because silver chloride is different than silver nitrate.,contradictory
MX_41,MX.41.563.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.563.1,They are correct because the materials are 2 whole different materials.,correct
MX_41,MX.41.564.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.564.1,Yes because something else can have the exact same thing and it does not have to be like that.,incorrect
MX_41,MX.41.566.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.566.1,No because only a certain amount of solid can dissolve in a certain amount of water. They both got different solubility in the same amount of water which mean somebody did something wrong.,contradictory
MX_41,MX.41.572.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.572.1,The fizzing means that it came from the gas.,incorrect
MX_41,MX.41.593.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.593.1,Yes they can do it different but be the same way.,incorrect
MX_41,MX.41.596.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.596.1,No because they are different grams.,contradictory
MX_41,MX.41.604.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.604.1,No because they might weigh different.,contradictory
MX_41,MX.41.607.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.607.1,Yes because Janet used silver chloride and Mike used silver nitrate which means if they used 2 different things they both could be right.,correct
MX_41,MX.41.611.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.611.1,Yes because both the silver thing are different and they weigh different.,incorrect
MX_41,MX.41.613.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.613.1,No because they used different chemicals so that why it is not the same and also because they used different sizes.,contradictory
MX_41,MX.41.639.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.639.1,It could be possible chance it is correct but there could also be a 50 chance it is right and a 50 50 chance it is wrong. If they do not know they could do some test and research.,contradictory
MX_41,MX.41.643.1,Janet found the solubility of silver chloride to be 86 grams in 50 milliliters of water. Mike found the solubility of silver nitrate to be 108 grams in 50 milliliters of water. Janet and Mike thought they must have made a mistake. They thought the solubilities of all materials in water should be the same. Is it possible that both solubilities are correct? Explain your answer.,MX.41.643.1,Yes because silver nitrate might be heavier.,incorrect
ME_66b,ME.66b.101.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.101.1,Yes because a piece of foil is not steel.,correct
ME_66b,ME.66b.107.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.107.1,"Yes, because it is made of some kind of metal and it can conduct electricity.",correct
ME_66b,ME.66b.111.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.111.1,Yes the electrical well go through it is some kind of steel or iron.,contradictory
ME_66b,ME.66b.113.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.113.1,Yes because it lets electricity flow through.,incorrect
ME_66b,ME.66b.118.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.118.1,Yes it is metal.,correct
ME_66b,ME.66b.119.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.119.1,Yes because it is a conductor.,correct
ME_66b,ME.66b.140.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.140.1,Yes because that object can hold electricity throughout.,incorrect
ME_66b,ME.66b.141.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.141.1,"No, because it is not made out of metal.",contradictory
ME_66b,ME.66b.142.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.142.1,Yes because it has iron in it.,correct
ME_66b,ME.66b.146.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.146.1,Yes and no it has to have iron in it.,contradictory
ME_66b,ME.66b.154.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.154.1,Yes you can because it has metal conductors have to have metal in them to work.,correct
ME_66b,ME.66b.176.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.176.1,Yes because aluminum is a type of metal.,correct
ME_66b,ME.66b.179.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.179.1,Yes you can because it does have metal in it.,correct
ME_66b,ME.66b.180.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.180.1,No because it will not let electricity flow and it is not metal.,contradictory
ME_66b,ME.66b.181.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.181.1,Yes you can because it is a conductor.,correct
ME_66b,ME.66b.190.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.190.1,"Yes, because it has a little bit of metal in it.",correct
ME_66b,ME.66b.191.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.191.1,Yes you could because electricity could go through aluminum foil.,incorrect
ME_66b,ME.66b.192.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.192.1,Yes you could because the aluminum foil will go through the circuit.,incorrect
ME_66b,ME.66b.206.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.206.1,Yes because foil can very well convert electricity.,incorrect
ME_66b,ME.66b.208.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.208.1,"No, because it does not have electricity in it.",contradictory
ME_66b,ME.66b.214.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.214.1,Yes you could because it is a type of a conductor.,correct
ME_66b,ME.66b.215.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.215.1,"Yes, because electricity can go through foil.",correct
ME_66b,ME.66b.216.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.216.1,"No, if you use aluminum foil it still will not work.",contradictory
ME_66b,ME.66b.220.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.220.1,No you need a wire to make the connection.,contradictory
ME_66b,ME.66b.224.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.224.1,"You can try, but I think it would not work.",contradictory
ME_66b,ME.66b.225.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.225.1,"No, because aluminum foil still does not have a path of electricity.",contradictory
ME_66b,ME.66b.226.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.226.1,Yes because aluminum foil is different than string and foil is metal.,correct
ME_66b,ME.66b.228.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.228.1,"No, because aluminum is just like paper and paper cannot light up things either.",contradictory
ME_66b,ME.66b.245.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.245.1,"No, because it is not big enough.",contradictory
ME_66b,ME.66b.247.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.247.1,Yes why because aluminum is foil and foil is metal.,correct
ME_66b,ME.66b.250.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.250.1,"Yes, because the electricity can flow through aluminum.",incorrect
ME_66b,ME.66b.251.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.251.1,"Yes, you can. That is because aluminum is a conductor of electricity.",correct
ME_66b,ME.66b.253.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.253.1,Yes. Because aluminum foil is good conductor.,incorrect
ME_66b,ME.66b.280.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.280.1,Yes because aluminum foil is a conductor.,incorrect
ME_66b,ME.66b.314.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.314.1,Why not it will not work because aluminum foil do not have no wire to go through.,contradictory
ME_66b,ME.66b.323.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of aluminum foil to make the connection? Why or why not?,ME.66b.323.1,You can use a piece of aluminum foil because it will connection.,incorrect
II_20b,II.20b.384.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.384.1,By doing the steps that I told her.,incorrect
II_20b,II.20b.391.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.391.1,By the color when is changing color.,correct
II_20b,II.20b.398.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.398.1,The pigment will separate.,incorrect
II_20b,II.20b.401.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.401.1,By looking at the vinegar.,incorrect
II_20b,II.20b.407.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.407.1,By looking at the paper and see if it ovals.,incorrect
II_20b,II.20b.417.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.417.1,She will see the different pigments.,incorrect
II_20b,II.20b.422.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.422.1,She will know the vinegar separates the permanent ink.,incorrect
II_20b,II.20b.432.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.432.1,It is not the same.,incorrect
II_20b,II.20b.437.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.437.1,It will have different colors on it.,incorrect
II_20b,II.20b.442.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.442.1,By looking at it when Sarah tries it.,incorrect
II_20b,II.20b.446.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.446.1,Because it is liquid.,incorrect
II_20b,II.20b.451.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.451.1,She will have to try it out.,incorrect
II_20b,II.20b.455.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.455.1,Just wait for 3 minutes.,incorrect
II_20b,II.20b.460.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.460.1,If she sees different colored pigments.,correct
II_20b,II.20b.462.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.462.1,She would see if there is different pigment in the color.,correct
II_20b,II.20b.464.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.464.1,She will put vinegar on the permanent ink to see if it will spread.,incorrect
II_20b,II.20b.471.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.471.1,She will not because the ink will not separate.,contradictory
II_20b,II.20b.473.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.473.1,It be better than water.,incorrect
II_20b,II.20b.485.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.485.1,You will see the ink spread on the paper.,incorrect
II_20b,II.20b.492.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.492.1,If Sarah can see what of different colors that means it worked.,correct
II_20b,II.20b.495.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.495.1,She will either see pigments or it will rise.,correct
II_20b,II.20b.521.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.521.1,To do chromatography test.,incorrect
II_20b,II.20b.527.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.527.1,Because the washbowl ink will start to disappear and the permanent ink will not disappear.,incorrect
II_20b,II.20b.528.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.528.1,It will get blue and it will get dark or light.,incorrect
II_20b,II.20b.539.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.539.1,Because it will not do nothing and it will not wick.,contradictory
II_20b,II.20b.543.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.543.1,Because it will start to do like a mountain.,incorrect
II_20b,II.20b.546.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.546.1,To do chromatography tests.,incorrect
II_20b,II.20b.563.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.563.1,She just look and see if it changes.,incorrect
II_20b,II.20b.565.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.565.1,The ink would separate from the paper.,incorrect
II_20b,II.20b.576.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.576.1,She will know by looking at the color and she can tell because after a while the color will start to spread.,incorrect
II_20b,II.20b.579.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.579.1,She will know because the ink will be going up and down.,incorrect
II_20b,II.20b.582.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.582.1,If she tries it.,incorrect
II_20b,II.20b.591.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.591.1,Sarah will know if she watches it wick.,incorrect
II_20b,II.20b.595.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.595.1,Because when you put it in it wicks.,incorrect
II_20b,II.20b.604.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.604.1,Sarah will know if there is different colors and if the moves up.,correct
II_20b,II.20b.611.1,"When Sarah did the chromatography test, she saw that one black ink stayed black and didn't separate. She discovered that she had used a permanent marker. She wondered what would happen if she used a different liquid. She wrote in her science notebook, What if I used vinegar in place of the water? Can I get the pigments in permanent ink to separate? How will Sarah know if vinegar separated the permanent ink?",II.20b.611.1,"If you see like colors that make the color, and even if it starts to wick.",correct
MS_50a,MS.50a.107.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.107.1,The temperature.,incorrect
MS_50a,MS.50a.112.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.112.1,Celsius.,correct
MS_50a,MS.50a.119.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.119.1,A thermometer.,incorrect
MS_50a,MS.50a.136.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.136.1,Celsius.,correct
MS_50a,MS.50a.141.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.141.1,Celsius.,correct
MS_50a,MS.50a.146.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.146.1,He used Celsius.,correct
MS_50a,MS.50a.171.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.171.1,He was using degrees Celsius.,correct
MS_50a,MS.50a.172.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.172.1,Celsius and the metric system.,correct
MS_50a,MS.50a.190.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.190.1,28 F.,contradictory
MS_50a,MS.50a.286.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.286.1,Thermometer.,incorrect
MS_50a,MS.50a.293.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.293.1,The degrees.,incorrect
MS_50a,MS.50a.311.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.311.1,Celsius.,correct
MS_50a,MS.50a.319.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.319.1,28 Celsius.,correct
MS_50a,MS.50a.323.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.323.1,Thermometer.,incorrect
MS_50a,MS.50a.347.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.347.1,A metric system.,correct
MS_50a,MS.50a.354.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.354.1,He is using degrees Celsius.,correct
MS_50a,MS.50a.360.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.360.1,A thermometer.,incorrect
MS_50a,MS.50a.381.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.381.1,He is using Celsius.,correct
MS_50a,MS.50a.387.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.387.1,Celsius.,correct
MS_50a,MS.50a.393.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.393.1,Celsius.,correct
MS_50a,MS.50a.400.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.400.1,Degree Celsius.,correct
MS_50a,MS.50a.417.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.417.1,"Nice and warm, about 28 degrees.",incorrect
MS_50a,MS.50a.423.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.423.1,He is using is feeling.,incorrect
MS_50a,MS.50a.433.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.433.1,He was using going outside estimating.,incorrect
MS_50a,MS.50a.454.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.454.1,Uncle Jen is using Celsius.,correct
MS_50a,MS.50a.461.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.461.1,Is was 60 milliliters.,incorrect
MS_50a,MS.50a.464.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.464.1,Thermometer.,incorrect
MS_50a,MS.50a.486.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.486.1,Celsius.,correct
MS_50a,MS.50a.501.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.501.1,Degree Celsius.,correct
MS_50a,MS.50a.527.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.527.1,Celsius.,correct
MS_50a,MS.50a.566.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.566.1,A thermometer.,incorrect
MS_50a,MS.50a.574.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.574.1,Celsius.,correct
MS_50a,MS.50a.599.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.599.1,Thermometer.,incorrect
MS_50a,MS.50a.604.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.604.1,Celsius.,correct
MS_50a,MS.50a.609.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.609.1,Thermometer.,incorrect
MS_50a,MS.50a.610.1,"Jen was talking on the phone with her Uncle Bill who lives in Canada. When she asked him how the weather was, he said it was nice and warm, about 28 degrees. What unit is Uncle Bill using to report the temperature?",MS.50a.610.1,Thermometer.,incorrect
EM_47,EM.47.103.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.103.1,One is heavier than another see it settles in how many layers there is ingredients.,correct
EM_47,EM.47.109.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.109.1,Because the sand is heavier.,correct
EM_47,EM.47.116.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.116.1,Because the sand is the heaviest and the sand would go to the bottom.,correct
EM_47,EM.47.122.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.122.1,We shook it up and sand is heavier than water so it went to the bottom.,correct
EM_47,EM.47.172.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.172.1,The sand and flour separate because sand is heavier than flour.,correct
EM_47,EM.47.179.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.179.1,Evaporating separates the 2.,incorrect
EM_47,EM.47.314.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.314.1,Sand and water have different size particles and they stick together.,incorrect
EM_47,EM.47.315.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.315.1,"The sand and salt weigh different, one is big one is little.",incorrect
EM_47,EM.47.318.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.318.1,"Because the water dissolves separates the sand and flour, and they group with their sister minerals that are same size.",incorrect
EM_47,EM.47.353.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.353.1,The sand is heavier than the flour.,incorrect
EM_47,EM.47.384.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.384.1,"The sand and flour separate because the sand is heavier than the flour, so the flour goes to the top and the sand sinks.",contradictory
EM_47,EM.47.386.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.386.1,They are a soft substance that disintegrates when it mixes with water.,incorrect
EM_47,EM.47.391.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.391.1,They separate because the sand is heavier than the flour.,incorrect
EM_47,EM.47.393.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.393.1,The sand and flour separate because sand floats to the top and the flour stays on the bottom.,contradictory
EM_47,EM.47.396.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.396.1,I think the sand is on the bottom because it is heavy and the flour is in the water because it is smaller and does not weigh a lot.,contradictory
EM_47,EM.47.420.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.420.1,It separated because the sand sank below the flour and the flour stayed on top.,incorrect
EM_47,EM.47.428.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.428.1,The sand is harder then the flour so that is that is why they separate.,incorrect
EM_47,EM.47.429.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.429.1,They separate because the water made them into layers. That is why they separated.,incorrect
EM_47,EM.47.434.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.434.1,The sand and the flour separate because the sand is heavier and it sinks to the bottom and the flour is lighter and goes on top of the sand.,correct
EM_47,EM.47.439.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.439.1,They separate because the water makes them into layers by making water onto sand in middle and gray material on bottom.,incorrect
EM_47,EM.47.451.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.451.1,It separates because of the water.,incorrect
EM_47,EM.47.488.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.488.1,The sand is the heaviest one because it is more heavier than the flour.,incorrect
EM_47,EM.47.495.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.495.1,Because sand is heavier than flour.,incorrect
EM_47,EM.47.498.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.498.1,"Because the sand way too heavy when we put in the water, but the flour was the opposite! Because the sand was too heavy to float in the cold acid like the flour.",contradictory
EM_47,EM.47.502.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.502.1,Because the sand is big so it goes on the bottom and the flour is small so it goes on the top of the sand.,correct
EM_47,EM.47.509.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.509.1,Because the sand is heavier than the flour so the sand fell to the bottom before the flour had a chance to fall down and what is heavier falls down faster.,correct
EM_47,EM.47.532.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.532.1,If you put the sand then the flour then the gray materials then the water the gray materials speeds the sand and the flour.,incorrect
EM_47,EM.47.537.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.537.1,By dissolving and in water the sand moves around in it.,contradictory
EM_47,EM.47.539.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.539.1,Because when the rock breaks. They break into pieces that land heavier from gets.,incorrect
EM_47,EM.47.565.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.565.1,Because the flour was lighter than the sand.,incorrect
EM_47,EM.47.568.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.568.1,Because the sand is heavy and flour is light.,incorrect
EM_47,EM.47.575.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.575.1,Sand and flour separate because sand is heavier than flour.,correct
EM_47,EM.47.594.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.594.1,The sand is heavier than flour the sand goes down because it is heavy the flour is light.,correct
EM_47,EM.47.600.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.600.1,There is layers and on the top there is flour because the heavy and the bottom is the sand because sand heavier and it goes down.,correct
EM_47,EM.47.634.1,The sand and flour in the gray material from mock rocks is separated by mixing with water and allowing the mixture to settle. Explain why the sand and flour separate.,EM.47.634.1,Because if you let it sit the sand goes to the bottom and flour goes up.,contradictory
ME_5b,ME.5b.101.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.101.1,I think it would stick for a little bit depending on how long you hold the magnet to the nail because the nail becomes a temporary magnet.,contradictory
ME_5b,ME.5b.107.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.107.1,It would not stick because it did not have iron in it.,correct
ME_5b,ME.5b.108.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.108.1,It would not stick because there is no magnet involved.,contradictory
ME_5b,ME.5b.113.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.113.1,It might because of the force might be strong enough.,contradictory
ME_5b,ME.5b.115.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.115.1,It would not stick because the ring does not have iron or steel in it.,correct
ME_5b,ME.5b.121.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.121.1,It would fall because a brass ring is not made of iron or metal.,correct
ME_5b,ME.5b.123.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.123.1,It would not stick because a brass ring is not iron or steel.,correct
ME_5b,ME.5b.140.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.140.1,It would not go on the nail because a brass key has no magnetism in it.,incorrect
ME_5b,ME.5b.143.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.143.1,Fall off because they have no iron in them.,correct
ME_5b,ME.5b.146.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.146.1,No because brass ring does not have iron in it.,correct
ME_5b,ME.5b.155.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.155.1,I think it would not stick because it is a plastic and it cannot do that.,contradictory
ME_5b,ME.5b.159.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.159.1,It will not stick to the nail because of the brass ring is not made of metal.,incorrect
ME_5b,ME.5b.179.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.179.1,I do not think it would stick because a brass ring is not made out of iron.,correct
ME_5b,ME.5b.181.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.181.1,I think it would not stick because it does not have any iron.,correct
ME_5b,ME.5b.185.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.185.1,The brass ring would not have any iron in it so it would not stick.,correct
ME_5b,ME.5b.189.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.189.1,I think the same thing will happen. The force will still flow through the nail.,contradictory
ME_5b,ME.5b.190.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.190.1,The brass would not stick because it is not made of iron.,correct
ME_5b,ME.5b.191.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.191.1,I think the brass ring would stick because the paper clip would probably have enough strength to hold one more thing.,contradictory
ME_5b,ME.5b.192.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.192.1,I think the nail would stick to it because the nail will still have the magnetic force.,contradictory
ME_5b,ME.5b.214.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.214.1,If she touched it to a brass ring it would not stick because copper does not stick to a magnet.,incorrect
ME_5b,ME.5b.216.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.216.1,It would not stick and fall on the ground.,incorrect
ME_5b,ME.5b.217.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.217.1,The brass ring would not stick to the nail.,incorrect
ME_5b,ME.5b.250.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.250.1,No because brass does not stick to magnets.,incorrect
ME_5b,ME.5b.252.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.252.1,If Anne touched the nail to a brass ring what do you think would happen. It will not happen because the brass ring is not a proper steel like the iron nail and the steel nail.,incorrect
ME_5b,ME.5b.253.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.253.1,It will repel because brass is not iron.,correct
ME_5b,ME.5b.256.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.256.1,It would repel because the brass ring is not iron.,correct
ME_5b,ME.5b.276.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.276.1,It will because it is made with metal.,contradictory
ME_5b,ME.5b.277.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.277.1,It will not attract because brass is not magnetism so it will not stick.,incorrect
ME_5b,ME.5b.284.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.284.1,If Anne touched the nail to a brass ring it will stick to the nail just like the paperclip did.,contradictory
ME_5b,ME.5b.291.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.291.1,It will fall down. I find it.,incorrect
ME_5b,ME.5b.292.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.292.1,It will put up the ring I think in magnet.,incorrect
ME_5b,ME.5b.293.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.293.1,It would not stick because it is not magnetic.,incorrect
ME_5b,ME.5b.313.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.313.1,The reason why is because the brass ring is a temporary magnet.,contradictory
ME_5b,ME.5b.314.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.314.1,I think the nail will stick because the ring is made out of metal.,contradictory
ME_5b,ME.5b.323.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.323.1,If Anne touched the nail to brass ring it would fall it would fall because it is not made of iron.,correct
ME_5b,ME.5b.324.1,"Anne is investigating which objects stick to magnets. She recorded this in her notebook. I was surprised! A nail was stuck to the magnet. When I accidentally touched the nail to a paperclip, the paperclip stuck to the nail. If Anne touched the nail to a brass ring, what do you think would happen and why?",ME.5b.324.1,It will not stick to it.,incorrect
SE_22a,SE.22a.105.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.105.1,The blue covered was very hot.,correct
SE_22a,SE.22a.106.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.106.1,"That they both are at 5, 10, 15, 20.",incorrect
SE_22a,SE.22a.110.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.110.1,The covered one get hotter than the uncovered ones.,correct
SE_22a,SE.22a.114.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.114.1,It tells about using the solar water heater on the data chart.,incorrect
SE_22a,SE.22a.127.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.127.1,The one is that are cover they heat up more sun and it gets hotter.,correct
SE_22a,SE.22a.130.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.130.1,That covered sometimes gets the hottest.,correct
SE_22a,SE.22a.155.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.155.1,"That the sun absorbs more heat, with dark colors.",incorrect
SE_22a,SE.22a.157.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.157.1,Is that covered is more lighter.,incorrect
SE_22a,SE.22a.158.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.158.1,That by being covered the colors attract more heat.,correct
SE_22a,SE.22a.160.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.160.1,Blue was the darkest color and it was covered and that is how it got hotter.,correct
SE_22a,SE.22a.162.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.162.1,That the cover absorbs more heat.,correct
SE_22a,SE.22a.163.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.163.1,It absorbs more heat.,correct
SE_22a,SE.22a.179.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.179.1,It tells if you use a cover it gets hotter than not using a cover.,correct
SE_22a,SE.22a.188.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.188.1,It tells me because they are air in different position. And they are more longer than covered.,incorrect
SE_22a,SE.22a.190.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.190.1,When you cover the container you get more heat than uncovered.,correct
SE_22a,SE.22a.192.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.192.1,The blue covered have more time than red covered.,incorrect
SE_22a,SE.22a.243.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.243.1,How the temperature goes upward down.,contradictory
SE_22a,SE.22a.244.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.244.1,With a cover it does make it warmer but I think it depends on what color is underneath it.,correct
SE_22a,SE.22a.245.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.245.1,If something is covered with a dark color it will receive more heat from the sun and the heat will stay in.,correct
SE_22a,SE.22a.246.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.246.1,That the solar heat is getting hotter. And that it is up to about 20 minute almost to 25.,incorrect
SE_22a,SE.22a.335.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.335.1,Because it goes to the side and all different ways.,incorrect
SE_22a,SE.22a.396.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.396.1,That it will heat up faster than uncovered would.,correct
SE_22a,SE.22a.397.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.397.1,Heats up faster.,correct
SE_22a,SE.22a.399.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.399.1,Covering keeps the heat inside the container.,incorrect
SE_22a,SE.22a.407.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.407.1,It heats up faster.,correct
SE_22a,SE.22a.432.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.432.1,It tells me that if you use a cover the water will heat.,incorrect
SE_22a,SE.22a.439.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.439.1,It tells you that using a cover can make the water hotter because it is trap.,correct
SE_22a,SE.22a.499.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.499.1,It tells you that it will heat up faster.,correct
SE_22a,SE.22a.503.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.503.1,It the solar water heater has a cover it is going to get hotter.,correct
SE_22a,SE.22a.506.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.506.1,It gets hot faster with covered because when water starts to get hot no air comes in it starts to get hotter.,correct
SE_22a,SE.22a.528.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.528.1,It will kept on raising and raising.,incorrect
SE_22a,SE.22a.533.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.533.1,"It tells me if you put a red uncovered it will not heat as much, If you put a red covered it will heat more than the red uncovered.",correct
SE_22a,SE.22a.539.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.539.1,The graph show that using a cover heats up the water on absorbs heat faster than without a cover because if it has a cover the breeze will not blow away the heat of the surface of the water.,correct
SE_22a,SE.22a.565.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.565.1,That the blue covered one is the hottest and the red uncovered one is the coldest.,contradictory
SE_22a,SE.22a.580.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.580.1,By saying that the covered one get more hotter and the darker it is it is going to end up hot.,correct
SE_22a,SE.22a.612.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using a cover?,SE.22a.612.1,The graph tells us that the blue covered will get hotter because with the lid it got much more hotter.,correct
PS_51b,PS.51b.101.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.101.1,It will not make loud pluck like the other strings.,incorrect
PS_51b,PS.51b.107.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.107.1,If it was shorter it would have a low sound.,contradictory
PS_51b,PS.51b.114.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.114.1,When you pluck the first string it makes a low pitch.,contradictory
PS_51b,PS.51b.118.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.118.1,At first it would make noise slower than the shorter one because it would be shorter noise.,incorrect
PS_51b,PS.51b.138.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.138.1,It was a higher pitch!,correct
PS_51b,PS.51b.145.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.145.1,Which side has more string is a lower pitch. Whichever side has more string it has a lower pitch.,correct
PS_51b,PS.51b.154.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.154.1,Because when you give it less room to vibrate it makes a higher pitch.,correct
PS_51b,PS.51b.171.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.171.1,It got a higher pitch.,correct
PS_51b,PS.51b.176.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.176.1,It is a high pitch.,correct
PS_51b,PS.51b.183.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.183.1,A bigger string makes a lower pitch and a little string would have a high pitch.,correct
PS_51b,PS.51b.191.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.191.1,It would make a high pitch.,correct
PS_51b,PS.51b.195.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.195.1,It is going to be higher.,correct
PS_51b,PS.51b.212.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.212.1,When it vibrates it goes so fast but it hits the string.,incorrect
PS_51b,PS.51b.223.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.223.1,The pitch would be higher because the vibrations do not travel as long.,correct
PS_51b,PS.51b.230.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.230.1,It was tighter so it made a higher pitch.,correct
PS_51b,PS.51b.244.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.244.1,When it is shortened the string is not that long so it makes a different sound.,incorrect
PS_51b,PS.51b.261.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.261.1,It gets higher when it is short and lower when it is longer.,correct
PS_51b,PS.51b.313.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.313.1,It got shorter and shorter so it was higher pitch.,correct
PS_51b,PS.51b.317.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.317.1,The sound was lower. It had more room to vibrate.,contradictory
PS_51b,PS.51b.334.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.334.1,It would be a High pitch.,correct
PS_51b,PS.51b.391.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.391.1,The string made a low pitch.,contradictory
PS_51b,PS.51b.401.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.401.1,When kate shortened the string that string would have a higher pitch.,correct
PS_51b,PS.51b.452.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.452.1,It got higher.,correct
PS_51b,PS.51b.455.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.455.1,The sound had a higher pitch because it had faster vibrations.,correct
PS_51b,PS.51b.464.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.464.1,I think the string would be tighter.,incorrect
PS_51b,PS.51b.486.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.486.1,It turns really really loud.,incorrect
PS_51b,PS.51b.495.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.495.1,It sounded high.,correct
PS_51b,PS.51b.524.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.524.1,The shorter the the higher the pitch because it less to travel through.,correct
PS_51b,PS.51b.531.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.531.1,And the shorter the string also the higher pitch it makes.,correct
PS_51b,PS.51b.539.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.539.1,The shorter the string the higher the sound.,correct
PS_51b,PS.51b.593.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.593.1,When you make the string small the volume is louder.,incorrect
PS_51b,PS.51b.602.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.602.1,It will have a lower sound than when you let go.,contradictory
PS_51b,PS.51b.626.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.626.1,The sound was lower.,contradictory
PS_51b,PS.51b.641.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.641.1,When you pull your string it makes a sound.,incorrect
PS_51b,PS.51b.643.1,"Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. Katie also discovered that when she pressed down on a string with her finger, making the string shorter, the sound again changed. Describe how the sound was different when the string was shortened.",PS.51b.643.1,IT High When it Shorter.,correct
SE_46,SE.46.109.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.109.1,Yes. The black box will get hotter than the white because the black box can hold more heat.,incorrect
SE_46,SE.46.159.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.159.1,Yes. Because black is a dark color and it absorb heats faster than the white. White reflect so heats up slower.,correct
SE_46,SE.46.162.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.162.1,Yes. Because black absorbs much more heat of the sun and white reflects the heat of the sun.,correct
SE_46,SE.46.175.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.175.1,"Yes. The black box will collect more heat, because it is black. Black absorbs light from the sun. White reflects light from the light.",correct
SE_46,SE.46.177.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.177.1,Yes. I pick yes because that black do heat fast than white. Darker color heat faster and more hot air.,incorrect
SE_46,SE.46.242.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.242.1,Yes. Because dark colors like black contract heat but light colors like white do not.,incorrect
SE_46,SE.46.245.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.245.1,No. Because her data does not have enough information to support her prediction.,contradictory
SE_46,SE.46.250.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.250.1,Yes. Because when someone is going to ask her what data support what is she going to say.,incorrect
SE_46,SE.46.251.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.251.1,Yes. Because black absorbs heat and white does not absorb heat.,correct
SE_46,SE.46.254.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.254.1,Black box. Because the black box absorb sunlight and that is why the black box is much more hotter than the white one.,incorrect
SE_46,SE.46.255.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.255.1,Yes. Black is hotter than the white box because black gets hotter fast.,incorrect
SE_46,SE.46.268.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.268.1,Yes. Because the black one will get hotter than the white one.,incorrect
SE_46,SE.46.315.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.315.1,"Yes. Yes because black absorbs the heat and traps it, and white just reflects the sun. So her prediction is right.",correct
SE_46,SE.46.317.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.317.1,Yes. Because black absorbs heat faster than any type of color.,incorrect
SE_46,SE.46.320.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.320.1,Yes. Because of the heat like black box is more hotter than the white one because of the color.,incorrect
SE_46,SE.46.321.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.321.1,Yes. It will support Amber's prediction because black is covered and it attracts more solar heat.,incorrect
SE_46,SE.46.383.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.383.1,Yes. Because black attracts heat. So it will heat up faster.,incorrect
SE_46,SE.46.394.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.394.1,Yes. Because the sun hits the boxes and the inside gets really warm. So the thermometer will show the temp.,incorrect
SE_46,SE.46.399.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.399.1,"Yes. The black absorbs heat and energy, plus, the container is closed so the heat would be trapped inside.",incorrect
SE_46,SE.46.407.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.407.1,Yes. Because black heats up faster than white. Because black is a darker and the white is lighter.,incorrect
SE_46,SE.46.416.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.416.1,No. The data will not support her answer because all it says are the materials and what she is going to do.,contradictory
SE_46,SE.46.418.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.418.1,"Yes. Because anything black will absorb the heat, and the heat will make the box hotter every 5 minutes that she checks. But if she was talking about the white box the answer would be no because white does not absorb heat like black does, it just makes it even cooler than hotter. So the answer is Yes!",correct
SE_46,SE.46.441.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.441.1,Yes. The black box will heat up faster than the white because the black box is darker than the white box so the white box reflects the heat and the black box collects the heat.,correct
SE_46,SE.46.519.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.519.1,"Yes. Yes, because she did all the steps she got 2 boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole and put the boxes in the sun and recorded the temperature in each box.",incorrect
SE_46,SE.46.525.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.525.1,Yes. Yes it will because your prediction is based off of what you know and to have data to refer back to you probably will have a more accurate answer.,incorrect
SE_46,SE.46.538.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.538.1,"Yes. The black box absorbs the heat, then releases slowly meaning it is hotter because the white box reflects the heat.",correct
SE_46,SE.46.540.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.540.1,"Yes. Well, black attracts to the sun more than white does so the black box is going to get hotter.",incorrect
SE_46,SE.46.545.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.545.1,Yes. Because black heats up faster and white reflects.,correct
SE_46,SE.46.549.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.549.1,"Yes. Since the box is black, black attracts or absorbs heat faster, the other box is white which reflects more sunlight than absorbing it.",correct
SE_46,SE.46.570.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.570.1,Yes. Because the box is black and the heat goes faster than white.,incorrect
SE_46,SE.46.580.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.580.1,Yes. If she wanted to heat up a box it would be the black one because a dark color takes the heat faster than the white one because white is brighter than black.,incorrect
SE_46,SE.46.592.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.592.1,Yes. The black covered one is going to get hotter because black absorbs heat and white reflects the heat.,correct
SE_46,SE.46.593.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.593.1,Yes. Yes because light colors will reflect the sun and black or darker colors will absorb the sun and if light or white colors reflect the sun then it will not get as much heat as the black or light colors.,correct
SE_46,SE.46.598.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.598.1,Yes. Because black always heats faster than white and white reflects the heat from the sun.,correct
SE_46,SE.46.599.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.599.1,Yes. I know that black materials or plastic or just black will absorb the heat more and white reflects the heat or light back. Also black heats faster and more.,correct
SE_46,SE.46.600.1,"Amber predicted that a black covered box would heat up faster than a white covered box. She took 2 identical shoe boxes and wrapped one with white paper and the other with black paper. She punched a hole in each box, stuck a thermometer into each hole, and put both boxes in the sun. Every 5 minutes, Amber recorded the temperature in each box. Will the data support Amber's prediction? Explain your answer.",SE.46.600.1,Yes. I say yes because she will measure each box and she is going to take it cold and hot so one is going to be up and one other is going to go down.,incorrect
MS_43a,MS.43a.103.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.103.1,They use different sizes of marbles.,incorrect
MS_43a,MS.43a.105.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.105.1,Some marbles are different sizes.,incorrect
MS_43a,MS.43a.115.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.115.1,I think the marbles had a different weight.,correct
MS_43a,MS.43a.119.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.119.1,The marbles might be different sizes.,correct
MS_43a,MS.43a.136.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.136.1,Bee's groups maybe had bigger marbles then the other group.,correct
MS_43a,MS.43a.144.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.144.1,I think the marbles were different sizes.,correct
MS_43a,MS.43a.153.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.153.1,The first group had smaller marbles.,incorrect
MS_43a,MS.43a.173.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.173.1,I think Bee's group had more mass in their marbles than Jin's group.,correct
MS_43a,MS.43a.180.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.180.1,Maybe they had different size of marble.,correct
MS_43a,MS.43a.183.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.183.1,I think that the marbles weighed different because they might of had one marble that was a different weight than and there.,correct
MS_43a,MS.43a.276.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.276.1,They maybe used paperclips and paperclips are not the same size.,incorrect
MS_43a,MS.43a.280.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.280.1,The marbles are different sizes.,incorrect
MS_43a,MS.43a.312.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.312.1,One use small and big and marbles one use 60 and the other 60.,correct
MS_43a,MS.43a.317.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.317.1,Maybe they had bigger marbles than the other team.,correct
MS_43a,MS.43a.324.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.324.1,Because they use marbles and apple.,incorrect
MS_43a,MS.43a.348.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.348.1,I think they have to put more marbles.,incorrect
MS_43a,MS.43a.352.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.352.1,Maybe the balance was a little off.,incorrect
MS_43a,MS.43a.381.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.381.1,One group did not zero out the balance one did.,incorrect
MS_43a,MS.43a.387.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.387.1,Because there all sort of apples and they do all weigh different.,incorrect
MS_43a,MS.43a.393.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.393.1,Bigger grams.,incorrect
MS_43a,MS.43a.417.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.417.1,I think they did not zero it out on the balance beam.,incorrect
MS_43a,MS.43a.433.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.433.1,I think they do not balance the beam.,incorrect
MS_43a,MS.43a.452.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.452.1,Jin's group had big marbles and Bee's group had small marbles.,incorrect
MS_43a,MS.43a.488.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.488.1,Maybe Jin's group did it by doing it up to down and Bee's group did it by going around.,incorrect
MS_43a,MS.43a.501.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.501.1,Because they are both different.,incorrect
MS_43a,MS.43a.504.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.504.1,Maybe because the marbles are different sizes.,correct
MS_43a,MS.43a.521.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.521.1,The marbles are different.,incorrect
MS_43a,MS.43a.532.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.532.1,They weighed it wrong.,incorrect
MS_43a,MS.43a.566.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.566.1,The marbles are not same weight.,incorrect
MS_43a,MS.43a.592.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.592.1,Different sized marbles.,incorrect
MS_43a,MS.43a.594.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.594.1,Different sizes of marbles.,incorrect
MS_43a,MS.43a.598.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.598.1,Marbles can weigh different. Different mass.,correct
MS_43a,MS.43a.599.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.599.1,The marbles have different mass.,incorrect
MS_43a,MS.43a.600.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.600.1,Marbles in Bee's group is bigger.,incorrect
MS_43a,MS.43a.607.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.607.1,The apples are different sizes.,incorrect
MS_43a,MS.43a.609.1,"2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. Since they weighed the same apple, what do you think happened to make the results different?",MS.43a.609.1,They do not have the same number.,incorrect
MX_22a,MX.22a.385.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.385.1,You can see through it.,incorrect
MX_22a,MX.22a.386.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.386.1,"It is one material that dissolves into the other. Making a clear mixture. Although it could be colored, it has to be see through.",correct
MX_22a,MX.22a.390.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.390.1,It is a clear mixture.,incorrect
MX_22a,MX.22a.391.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.391.1,It dissolves the solid into a liquid that is see through.,correct
MX_22a,MX.22a.396.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.396.1,It has to be a fairly clear.,incorrect
MX_22a,MX.22a.397.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.397.1,A solution is a solid and a liquid mixed together.,incorrect
MX_22a,MX.22a.400.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.400.1,In a solution one of the materials dissolves and the mixture is see through.,correct
MX_22a,MX.22a.416.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.416.1,A solution is different because a solution is a mixture of a solid material and a liquid.,incorrect
MX_22a,MX.22a.419.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.419.1,Because 2 mixtures become a solution. A solution is different because mixture cannot become a solution only 2 can.,incorrect
MX_22a,MX.22a.421.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.421.1,The difference from other mixtures was that we only used 2 and other people might use 3 or 4.,incorrect
MX_22a,MX.22a.422.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.422.1,"A solution is when you take a mixture like powder and mix it with water then after stirring it, it becomes a solution.",correct
MX_22a,MX.22a.426.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.426.1,"Because it is made of 2 mixtures, and making it one mixture and becoming a solution of 2 mixtures.",incorrect
MX_22a,MX.22a.463.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.463.1,A solution is 2 materials put together and the one dissolves. And on a mixture they stay so you can see it.,incorrect
MX_22a,MX.22a.466.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.466.1,It is different because in other mixtures the liquid dissolves but in a solution the solid material dissolves.,correct
MX_22a,MX.22a.472.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.472.1,A solution is different from a mixture because it is when you mix 2 or more things and a solution is when like water and salt dissolves or evaporated.,contradictory
MX_22a,MX.22a.473.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.473.1,When you make solution tiny particles of the solid explained some cannot see it.,incorrect
MX_22a,MX.22a.495.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.495.1,The solid material dissolves.,incorrect
MX_22a,MX.22a.499.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.499.1,A solution is a different type of mixture. Then they are a solution is a mixtures that dissolves.,incorrect
MX_22a,MX.22a.502.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.502.1,The salt dissolved in the mixture.,incorrect
MX_22a,MX.22a.521.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.521.1,A solution something that dissolves.,correct
MX_22a,MX.22a.527.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.527.1,A solution is something that dissolves into the liquid and a mixture is something mixed up together.,correct
MX_22a,MX.22a.528.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.528.1,When the mixture is mixed.,incorrect
MX_22a,MX.22a.530.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.530.1,A solution does not dissolve.,contradictory
MX_22a,MX.22a.542.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.542.1,Other mixtures are mixed with peas and tomatoes and other foods.,incorrect
MX_22a,MX.22a.559.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.559.1,A solution is when an object disappears in the liquid and in a mixture the object does not disappear.,correct
MX_22a,MX.22a.562.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.562.1,A solution is something put into a liquid and made one thing.,incorrect
MX_22a,MX.22a.577.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.577.1,In a solution one material dissolves into the liquid.,correct
MX_22a,MX.22a.595.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.595.1,Solutions are clear.,incorrect
MX_22a,MX.22a.600.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.600.1,Clear and 2 things that make it still clear.,incorrect
MX_22a,MX.22a.601.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.601.1,A solution is different because it is clear that you can see through.,incorrect
MX_22a,MX.22a.604.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.604.1,A solution is separated but a mixture is a bunched up together.,contradictory
MX_22a,MX.22a.611.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.611.1,Because a solution is clear but other mixtures are not.,incorrect
MX_22a,MX.22a.633.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.633.1,It has and weighs more with more things in it than a solution.,incorrect
MX_22a,MX.22a.638.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.638.1,Because one of the chemicals dissolves.,incorrect
MX_22a,MX.22a.641.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.641.1,The solid must dissolve.,correct
MX_22a,MX.22a.649.1,A solution is a type of mixture. What makes it different from other mixtures?,MX.22a.649.1,They have a different type of them that they have different ideas.,incorrect
ME_66a,ME.66a.101.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.101.1,No because a string is not made of iron or steel.,incorrect
ME_66a,ME.66a.102.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.102.1,It would not work. It would have to be a wire to be able to work because it is not metal.,incorrect
ME_66a,ME.66a.107.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.107.1,"No, because string is not made of metal and it cannot conduct electricity.",correct
ME_66a,ME.66a.108.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.108.1,No because it need to be made of metal to conduct electricity.,correct
ME_66a,ME.66a.111.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.111.1,No because the electricity will not go through the string because it has to be some steel or iron.,incorrect
ME_66a,ME.66a.113.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.113.1,Because it will not let electricity through the string.,correct
ME_66a,ME.66a.118.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.118.1,No it is not metal.,incorrect
ME_66a,ME.66a.119.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.119.1,No because a piece of string is not a conductor.,correct
ME_66a,ME.66a.120.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.120.1,"No, because Electricity can only go thorough objects that contain metal.",correct
ME_66a,ME.66a.121.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.121.1,"No, It has to be a wire to connect. The wire has things in it to connect it.",incorrect
ME_66a,ME.66a.140.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.140.1,No because string cannot hold the electricity through it.,correct
ME_66a,ME.66a.143.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.143.1,No because it is not metal and it does not allow electricity to get through.,correct
ME_66a,ME.66a.148.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.148.1,No. The string is not made of metal.,incorrect
ME_66a,ME.66a.153.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.153.1,You cannot because a piece of string is not steel metal or iron so it cannot go through.,correct
ME_66a,ME.66a.155.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.155.1,You could not do that because the circuit would not make it.,incorrect
ME_66a,ME.66a.159.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.159.1,"No, because it is made of thread.",incorrect
ME_66a,ME.66a.173.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.173.1,No because the string had not metal or iron.,incorrect
ME_66a,ME.66a.174.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.174.1,"No, it will not work because you have to have some kind of metal to make it work.",incorrect
ME_66a,ME.66a.178.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.178.1,No it has to hook up to the D-cell.,incorrect
ME_66a,ME.66a.181.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.181.1,You cannot because it is an insulator.,correct
ME_66a,ME.66a.183.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.183.1,"No, because electricity does not flow through string.",correct
ME_66a,ME.66a.191.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.191.1,It could not because electricity cannot go through sting.,correct
ME_66a,ME.66a.208.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.208.1,"No, because a piece of string does not have electricity in it.",correct
ME_66a,ME.66a.216.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.216.1,No! You need another wire to connection.,incorrect
ME_66a,ME.66a.225.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.225.1,"No, because it needs a path of electricity. It would need a wire.",correct
ME_66a,ME.66a.227.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.227.1,"No, because it does not have a wire and it cannot get energy.",incorrect
ME_66a,ME.66a.228.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.228.1,No because a piece of string is not something made of wire and cannot carry electricity through that type of material.,correct
ME_66a,ME.66a.245.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.245.1,"No, because it does not have any metal.",incorrect
ME_66a,ME.66a.247.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.247.1,Yes and why is that up put in the 2 holes and the you can make electricity.,contradictory
ME_66a,ME.66a.250.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.250.1,"No, because the electricity cannot flow through the yarn.",correct
ME_66a,ME.66a.251.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.251.1,"No, you cannot. That is because it does not conduct electricity.",correct
ME_66a,ME.66a.253.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.253.1,No because you need to have a aluminum foil.,incorrect
ME_66a,ME.66a.278.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.278.1,You cannot use a piece of string because it has no electricity in it.,correct
ME_66a,ME.66a.292.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.292.1,No because it is a String.,incorrect
ME_66a,ME.66a.293.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.293.1,No because the string is not a wire.,incorrect
ME_66a,ME.66a.323.1,Look at the circuit in the picture. The gap between the D-cell and the switch needs to be connected. Can you use a piece of string to make the connection? Why or why not?,ME.66a.323.1,"You cannot use a piece of string to make a connection because only aluminum, iron, steel and brass can.",correct
SE_22c,SE.22c.103.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.103.1,More than one manipulated variable.,correct
SE_22c,SE.22c.108.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.108.1,It has too many manipulated variables it could not give the same information.,correct
SE_22c,SE.22c.133.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.133.1,I think red reflected the heat away.,incorrect
SE_22c,SE.22c.137.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.137.1,Maybe because they are each different types.,incorrect
SE_22c,SE.22c.141.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.141.1,Because one is covered and the other is not covered.,incorrect
SE_22c,SE.22c.148.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.148.1,Because they are different colors.,incorrect
SE_22c,SE.22c.154.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.154.1,I think it is covered more than the red one. And put does too color because is almost the same.,incorrect
SE_22c,SE.22c.156.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.156.1,Because the red uncovered get colder and the blue get hotter.,incorrect
SE_22c,SE.22c.182.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.182.1,It would not be useful because red is uncovered and blue is covered and it is not fair.,correct
SE_22c,SE.22c.184.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.184.1,I think that the red covered was not in the sun.,incorrect
SE_22c,SE.22c.189.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.189.1,"It will not be useful, because blue is covered and the heat will be trap and red is not. So all the heat will escape from the red uncover. The red uncover will heat up slow. But blue will heat up fast.",correct
SE_22c,SE.22c.247.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.247.1,"Maybe the blue uncovered would be the same as the red or not, just to make sure.",correct
SE_22c,SE.22c.313.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.313.1,Because you would not know the readings of blue uncovered and red covered.,correct
SE_22c,SE.22c.317.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.317.1,Because both of them are different one is uncovered and another is covered.,incorrect
SE_22c,SE.22c.327.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.327.1,Because it will just be in the middle of hot and cold.,incorrect
SE_22c,SE.22c.336.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.336.1,Because.,incorrect
SE_22c,SE.22c.383.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.383.1,Because you do not have enough information to compare the data.,incorrect
SE_22c,SE.22c.392.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.392.1,Because it is only 2 colors.,incorrect
SE_22c,SE.22c.394.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.394.1,Because the red uncovered has a low temperature and blue covered has a high temperature.,incorrect
SE_22c,SE.22c.396.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.396.1,Because if they are different color and covered and uncovered you would get way different data.,correct
SE_22c,SE.22c.397.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.397.1,The red does not heat up fast as the blue covered.,incorrect
SE_22c,SE.22c.436.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.436.1,It would not provide useful information because you would not know if either red covered or blue covered absorbed most heat or if red uncovered or blue uncovered absorbed most heat.,correct
SE_22c,SE.22c.440.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.440.1,It will not be only little information and also there is not test of red covered and blue uncovered.,correct
SE_22c,SE.22c.494.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.494.1,It would not provide useful information because you would also need to know how much the blue heated up covered to.,incorrect
SE_22c,SE.22c.501.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.501.1,"Because then you would not know if the red covered or the blue uncovered heated up as much as the others. Because even though they are the same color the water is in a different environment. So, it would not provide useful information.",correct
SE_22c,SE.22c.503.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.503.1,Because then you would not be controlling the variables.,correct
SE_22c,SE.22c.510.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.510.1,Because it did not use all the colors so they could not find out what one heated up more.,incorrect
SE_22c,SE.22c.517.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.517.1,Because they have 2 variables changed lid or no lid and color are the 2 they changed.,correct
SE_22c,SE.22c.530.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.530.1,It would not tell the difference if blue is warmer the red or uncover heat up slower than cover.,correct
SE_22c,SE.22c.597.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.597.1,Because you are comparing 2 thing and it would not make any sense because you know black heats faster than white.,incorrect
SE_22c,SE.22c.598.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.598.1,Because they are the same temperature.,incorrect
SE_22c,SE.22c.599.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.599.1,I chose that because when the plastic is darker it will heat faster than a light color.,incorrect
SE_22c,SE.22c.610.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.610.1,That will not not provide useful information because you would only know blue covered red uncovered.,correct
SE_22c,SE.22c.611.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.611.1,Because red uncovered is smaller than the blue covered heater.,incorrect
SE_22c,SE.22c.615.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.615.1,Uncovered versus covered would not help but both of each would.,incorrect
SE_22c,SE.22c.621.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. Why would comparing only the red uncovered heater with the blue covered heater not provide useful information?,SE.22c.621.1,Because they are both covered.,incorrect
SE_22b,SE.22b.112.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.112.1,Blue is very attracted to the heat whether it is covered or not. Red is not attracted.,correct
SE_22b,SE.22b.124.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.124.1,Blue will get hotter because it is a dark color and red is not.,correct
SE_22b,SE.22b.127.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.127.1,The blue absorbs most of the sun and red did not absorb most of the sun.,correct
SE_22b,SE.22b.128.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.128.1,That blue it is more dark than red.,incorrect
SE_22b,SE.22b.129.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.129.1,The blue covered got hotter and in the same amount of time than the red.,correct
SE_22b,SE.22b.139.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.139.1,Blue versus are warmer than red versus.,correct
SE_22b,SE.22b.141.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.141.1,Blue is more darker so it absorbs more heat and that is why it is bigger.,correct
SE_22b,SE.22b.148.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.148.1,It warms better.,correct
SE_22b,SE.22b.149.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.149.1,That the blue will heat up faster than the red because the blue is darker.,correct
SE_22b,SE.22b.151.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.151.1,Because the blue uncovered and the red covered is like the same like the blue uncovered.,incorrect
SE_22b,SE.22b.155.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.155.1,That the blue might be darker than the red.,incorrect
SE_22b,SE.22b.164.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.164.1,Because blue uncovered does not attract that much heat like the red one does.,contradictory
SE_22b,SE.22b.175.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.175.1,"The blue collects more heat, because it is more darker than red.",correct
SE_22b,SE.22b.177.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.177.1,The blue color is kind of a color black and darker than red so that why the blue heat more than the red one.,correct
SE_22b,SE.22b.179.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.179.1,The blue gets hotter than the red maybe because the blue is darker than the red.,correct
SE_22b,SE.22b.242.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.242.1,The blue gathers more heat than the red.,correct
SE_22b,SE.22b.254.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.254.1,Blue heats water better.,correct
SE_22b,SE.22b.311.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.311.1,It is more better than using other colors.,incorrect
SE_22b,SE.22b.313.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.313.1,If a color is dark it will heat up more than a light one so blue was dark red was light.,correct
SE_22b,SE.22b.319.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.319.1,That heat up more fast than other.,correct
SE_22b,SE.22b.325.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.325.1,It tells me that the blue is winning and not the red.,correct
SE_22b,SE.22b.331.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.331.1,"The blue heats up more than the red by just a little bit, so that tells the blue collects more solar energy.",correct
SE_22b,SE.22b.341.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.341.1,That blue is really high and that the red does not cover nothing so that means he is last.,incorrect
SE_22b,SE.22b.393.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.393.1,Blue absorb more heat than the red.,correct
SE_22b,SE.22b.396.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.396.1,That blue must be darker soil will absorb more than the red.,correct
SE_22b,SE.22b.398.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.398.1,The blue collectors had the highest effect it heated the most and the fastest.,correct
SE_22b,SE.22b.402.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.402.1,"The graph tells me that blue will heat up faster than red, probably because blue is darker, which attracts heat faster.",correct
SE_22b,SE.22b.419.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.419.1,It tells me that blue heats the water more.,correct
SE_22b,SE.22b.434.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.434.1,It tells me that the blue collectors heat up faster than the blue collectors.,correct
SE_22b,SE.22b.439.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.439.1,The effect of using a blue cover can heat it up faster than red. Blue is also darker than red.,correct
SE_22b,SE.22b.440.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.440.1,"Since red is lighter color it does not absorb much like white, but blue is darker so it is a little like black.",correct
SE_22b,SE.22b.441.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.441.1,The graph tells that the blue covered collected more heat than the red covered.,correct
SE_22b,SE.22b.531.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.531.1,Using blue collectors heat up quicker than red collectors.,correct
SE_22b,SE.22b.570.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.570.1,Tells me that blue covered and uncovered is hotter than red cover and uncovered.,correct
SE_22b,SE.22b.594.1,Andi and Scott decided to investigate solar water heaters using collectors of different colors (but the same size) as one variable and covered versus uncovered as a second variable. Look at the graph of their data and answer the questions below. What does the graph tell you about the effect of using blue versus red collectors?,SE.22b.594.1,That the blue heats more than the red.,correct
PS_51a,PS.51a.101.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.101.1,If you get it right it will not have much Frequency.,incorrect
PS_51a,PS.51a.107.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.107.1,If the strings were tightened it would make a high sound.,correct
PS_51a,PS.51a.118.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.118.1,It was soft then it got louder.,incorrect
PS_51a,PS.51a.141.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.141.1,Because there is more tension so the vibrations go faster.,correct
PS_51a,PS.51a.152.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.152.1,It goes higher.,correct
PS_51a,PS.51a.157.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.157.1,The string is lower when you tightened it.,contradictory
PS_51a,PS.51a.171.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.171.1,It was a high pitch when she hit the string when it was not holding down the string it was a lower sound.,correct
PS_51a,PS.51a.175.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.175.1,It was louder Because she made more tension.,incorrect
PS_51a,PS.51a.183.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.183.1,The string had a higher pitch.,correct
PS_51a,PS.51a.189.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.189.1,It would make a High sound.,correct
PS_51a,PS.51a.193.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.193.1,It was higher.,correct
PS_51a,PS.51a.212.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.212.1,It would either make the pitch higher or lower.,contradictory
PS_51a,PS.51a.221.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.221.1,The pitch higher so it was more of a ding than a bring.,correct
PS_51a,PS.51a.225.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.225.1,Lower because if you pull on the string it is lower.,contradictory
PS_51a,PS.51a.230.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.230.1,When you tighten it it makes a higher pitched.,correct
PS_51a,PS.51a.244.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.244.1,Well when it is tightened you can not pull it that far so it makes a different sound.,incorrect
PS_51a,PS.51a.263.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.263.1,It is lower pitch when it is tighten so if it is looser then it is high pitch.,contradictory
PS_51a,PS.51a.313.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.313.1,It got high pitch and lower volume.,correct
PS_51a,PS.51a.316.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.316.1,When you tighten it up it would sound different.,incorrect
PS_51a,PS.51a.320.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.320.1,The string was tighter.,incorrect
PS_51a,PS.51a.331.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.331.1,I know that it is a low pitch.,contradictory
PS_51a,PS.51a.334.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.334.1,It would be a low pitch.,contradictory
PS_51a,PS.51a.384.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.384.1,It will be louder.,incorrect
PS_51a,PS.51a.400.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.400.1,The string makes a low pitch.,contradictory
PS_51a,PS.51a.454.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.454.1,When the string is tightened the string comes more out of the guitar part so the string in the guitar part is smaller so the pitch it higher.,correct
PS_51a,PS.51a.461.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.461.1,When she tightened the string there was a higher pitch.,correct
PS_51a,PS.51a.466.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.466.1,"When the string is tightened, the pitch is higher not lower.",correct
PS_51a,PS.51a.475.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.475.1,The string made a higher pitch because it made it stop earlier which makes a higher pitch.,correct
PS_51a,PS.51a.497.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.497.1,When you make it long it make it low sound when you make it short it a height sound.,correct
PS_51a,PS.51a.508.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.508.1,When it was loose the sound was soft but when it was tighten it is low.,contradictory
PS_51a,PS.51a.524.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.524.1,The string was higher pitch because it had more tension.,correct
PS_51a,PS.51a.539.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.539.1,The tighter the string the higher it gets.,correct
PS_51a,PS.51a.600.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.600.1,When she make the the loose it get the sound lower.,correct
PS_51a,PS.51a.607.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.607.1,The pitch is higher.,correct
PS_51a,PS.51a.629.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.629.1,It was louder because the string was tighter.,incorrect
PS_51a,PS.51a.643.1,Katie got a guitar for her birthday. She experimented with the strings and found she could change their sounds. One way Katie could change the sound of a string was to tighten it. Describe how the sound was different when the string was tightened.,PS.51a.643.1,By moving her finger.,incorrect
MX_49,MX.49.113.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.113.1,"Y, y because it have to be less.",contradictory
MX_49,MX.49.128.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.128.1,"X, I chose x because x is more concentrated.",incorrect
MX_49,MX.49.140.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.140.1,"X, well concentration is when you compare equal amount of volume of 2 solutions and one heavier it is more concentrated so that is how I know.",correct
MX_49,MX.49.143.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.143.1,"Y, y has less material on bottom.",contradictory
MX_49,MX.49.151.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.151.1,"X, they have the same amount of water but cup x has more citric acid.",incorrect
MX_49,MX.49.181.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.181.1,"X, I know because when something is more concentrated it is also heavier.",incorrect
MX_49,MX.49.214.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.214.1,"X, cup x is more heavier.",incorrect
MX_49,MX.49.228.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.228.1,"X, because x is more heavier than cup y.",incorrect
MX_49,MX.49.248.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.248.1,"X, because is heavier then y.",incorrect
MX_49,MX.49.255.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.255.1,"X, cup x because it has more sugar in it.",incorrect
MX_49,MX.49.261.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.261.1,"X, x because it is heavier.",incorrect
MX_49,MX.49.267.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.267.1,"X, I know cup x is more concentrated because on the balance cup x is heavier and cup y is less concentrated.",correct
MX_49,MX.49.304.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.304.1,"X, how I know is because concentrated means the heaviest.",incorrect
MX_49,MX.49.356.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.356.1,"X, I know because when a solution has more solid, has a better taste, or weighs more it is more concentrated than the other one.",incorrect
MX_49,MX.49.381.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.381.1,"X, x has less room to move around and y has less room to move around.",incorrect
MX_49,MX.49.389.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.389.1,"X, I know that solution x is more concentrated.",incorrect
MX_49,MX.49.390.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.390.1,"X, Because it weighed more than cup y.",incorrect
MX_49,MX.49.391.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.391.1,"X, It is lighter.",contradictory
MX_49,MX.49.419.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.419.1,"Y, is more concentrated because cup x is on the floor and that is not good, right?",contradictory
MX_49,MX.49.421.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.421.1,"X, because it have more solid in it and it is heavier.",incorrect
MX_49,MX.49.423.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.423.1,"X, because it is heavier.",incorrect
MX_49,MX.49.426.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.426.1,"X, Because cup x is more heavier!",incorrect
MX_49,MX.49.431.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.431.1,"X, the more concentrated is cup x is heavier.",incorrect
MX_49,MX.49.437.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.437.1,"X, because the material gave it weight.",incorrect
MX_49,MX.49.453.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.453.1,"X, well on a balance is on the bottom and if it can lift the other solution it is more concentrated.",incorrect
MX_49,MX.49.455.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.455.1,"X, Cup x must have been more concentrated because it is heavier.",incorrect
MX_49,MX.49.502.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.502.1,"X, usually the heaviest cup on the balance is the most concentrated cup.",incorrect
MX_49,MX.49.527.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.527.1,"X, I think it is because it heavier. Remember I said I think.",incorrect
MX_49,MX.49.528.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.528.1,"X, it is heavier.",incorrect
MX_49,MX.49.532.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.532.1,"X, because it seem more concentrated then y.",incorrect
MX_49,MX.49.541.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.541.1,"X, cup x because it is more heavy.",correct
MX_49,MX.49.566.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.566.1,"X, I know cup x is the most concentrated because it weighs the most.",incorrect
MX_49,MX.49.569.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.569.1,"X, I know solution x is more concentrated because it is heavier than solution y.",incorrect
MX_49,MX.49.577.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.577.1,"X, They added more solute into the solution x than solution y. That is why solution x is heavier.",incorrect
MX_49,MX.49.613.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.613.1,"X, because x is on the bottom of the weighing thing while y is on the top.",correct
MX_49,MX.49.642.1,"Beth made 2 solutions of different concentrations of water and citric acid. She put 50 milliliters of the first solution in cup X and 50 milliliters of the second solution in cup Y. When she put the cups on the balance, the balance looked as shown below. Which solution, X or Y, is more concentrated? Explain how you know which is more concentrated.",MX.49.642.1,"X, because cup x weighs more than cup y.",incorrect
SE_45,SE.45.114.1,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.,SE.45.114.1,I think that Betty was a best shadow that was facing the opposite direction.,incorrect
SE_45,SE.45.123.1,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.,SE.45.123.1,The reason why this happened is because the sun revolves around the earth.,incorrect
SE_45,SE.45.136.1,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.,SE.45.136.1,"The shadow turns the opposite way in the afternoon, in the morning it is on the side of you.",incorrect
SE_45,SE.45.139.1,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.,SE.45.139.1,"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
SE_45,SE.45.140.1,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.,SE.45.140.1,"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.",incorrect
SE_45,SE.45.146.1,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.,SE.45.146.1,Because the earth run into the sun and made the bus shadow go around.,incorrect
SE_45,SE.45.150.1,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.,SE.45.150.1,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.,incorrect
SE_45,SE.45.165.1,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.,SE.45.165.1,The sun is in different places at different times.,incorrect
SE_45,SE.45.182.1,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.,SE.45.182.1,"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
SE_45,SE.45.250.1,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.,SE.45.250.1,Because the time changes so the shadow is at the opposite.,incorrect
SE_45,SE.45.261.1,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.,SE.45.261.1,This happen because the sun moved over the sky.,incorrect
SE_45,SE.45.313.1,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.,SE.45.313.1,"In the morning the sun rises from the east, and the bus blocked the light and made a shadow on the opposite direction.",incorrect
SE_45,SE.45.338.1,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.,SE.45.338.1,Because the sun orbits the earth and it goes from east to west and it gets shorter.,incorrect
SE_45,SE.45.383.1,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.,SE.45.383.1,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
SE_45,SE.45.386.1,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.,SE.45.386.1,Because over time the sun goes to the west moving the shadow.,incorrect
SE_45,SE.45.387.1,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.,SE.45.387.1,Because the sun moves. So the shadow will change where it is.,incorrect
SE_45,SE.45.394.1,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.,SE.45.394.1,Because the sun moves around. So it will shine the opposite direction.,incorrect
SE_45,SE.45.401.1,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.,SE.45.401.1,Because the sun sets in the opposite direction. So what happens is the shadow will be on the opposite side.,incorrect
SE_45,SE.45.434.1,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.,SE.45.434.1,The earth rotates making the sun in different spots causing the shadows to move in different spots.,incorrect
SE_45,SE.45.441.1,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.,SE.45.441.1,As the earth rotates the part facing the sun is turning to make the sun in a different place which causes the to rotate.,incorrect
SE_45,SE.45.443.1,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.,SE.45.443.1,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
SE_45,SE.45.490.1,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.,SE.45.490.1,Because only one side of an object can get sunlight.,incorrect
SE_45,SE.45.499.1,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.,SE.45.499.1,The earth orbits around the sun so the shadow will change.,incorrect
SE_45,SE.45.515.1,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.,SE.45.515.1,"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.",incorrect
SE_45,SE.45.518.1,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.,SE.45.518.1,Because our earth rotates.,incorrect
SE_45,SE.45.539.1,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.,SE.45.539.1,"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.",incorrect
SE_45,SE.45.556.1,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.,SE.45.556.1,"Because while the earth rotates, we see the sun in different direction. The sun rises at the east and sets in the west.",incorrect
SE_45,SE.45.558.1,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.,SE.45.558.1,"Because when the earth rotates, not the sun, the sun moves, but it really stays in one place, making the shadow move.",incorrect
SE_45,SE.45.596.1,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.,SE.45.596.1,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
SE_45,SE.45.599.1,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.,SE.45.599.1,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.,incorrect
SE_45,SE.45.603.1,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.,SE.45.603.1,It is the different time of the day.,incorrect
SE_45,SE.45.606.1,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.,SE.45.606.1,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.,incorrect
SE_45,SE.45.609.1,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.,SE.45.609.1,The bus sign faces different directions because the earth move throughout the day the sun does not move.,incorrect
SE_45,SE.45.611.1,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.,SE.45.611.1,It happens because the earth is rotating and it does not stay on the same place every time of day.,incorrect
SE_45,SE.45.616.1,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.,SE.45.616.1,That happened because the earth moves which made the sun face the other way and made the sign face the other direction.,incorrect
SE_45,SE.45.620.1,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.,SE.45.620.1,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.,incorrect
MS_43b,MS.43b.103.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.103.1,They could use grams to weigh them.,correct
MS_43b,MS.43b.115.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.115.1,Use mass pieces.,incorrect
MS_43b,MS.43b.116.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.116.1,They could both use the metric unit grams.,correct
MS_43b,MS.43b.118.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.118.1,They should use the same marbles.,incorrect
MS_43b,MS.43b.136.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.136.1,They should use the same marbles.,incorrect
MS_43b,MS.43b.147.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.147.1,Use little marbles.,incorrect
MS_43b,MS.43b.153.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.153.1,"35 grams to a glass case, 60 grams to a big book.",incorrect
MS_43b,MS.43b.171.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.171.1,They could redo it to see if they weighed the right mass.,incorrect
MS_43b,MS.43b.180.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.180.1,Use gram or standard unit of measurement.,correct
MS_43b,MS.43b.183.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.183.1,They should use grams instead.,correct
MS_43b,MS.43b.276.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.276.1,They should use a standard unit.,correct
MS_43b,MS.43b.278.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.278.1,Use a standard unit like grams.,correct
MS_43b,MS.43b.286.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.286.1,Because they weighed different but the same answer.,incorrect
MS_43b,MS.43b.293.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.293.1,If Jin's and Bee's groups can use a balance beam.,incorrect
MS_43b,MS.43b.315.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.315.1,Always use grams to know who much it weighs.,correct
MS_43b,MS.43b.317.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.317.1,They should use a standard measurement to weigh the apple.,correct
MS_43b,MS.43b.324.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.324.1,They can use grams.,correct
MS_43b,MS.43b.349.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.349.1,Use the same stuff.,incorrect
MS_43b,MS.43b.359.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.359.1,Weighed the apple again.,incorrect
MS_43b,MS.43b.381.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.381.1,Zero out the balance.,incorrect
MS_43b,MS.43b.391.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.391.1,Use a standard like a gram.,correct
MS_43b,MS.43b.396.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.396.1,Get the same size apples.,incorrect
MS_43b,MS.43b.426.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.426.1,To use a ruler to see if the 2 apples are different.,incorrect
MS_43b,MS.43b.452.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.452.1,Use same sized marbles.,incorrect
MS_43b,MS.43b.488.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.488.1,I think they both did it wrong because we measured it and it was 150.,incorrect
MS_43b,MS.43b.498.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.498.1,They could weigh it.,incorrect
MS_43b,MS.43b.501.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.501.1,They should be with a balance.,incorrect
MS_43b,MS.43b.504.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.504.1,Maybe because the marbles are different sizes.,incorrect
MS_43b,MS.43b.521.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.521.1,"Use grams, use standard.",correct
MS_43b,MS.43b.533.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.533.1,"Use a standard, grams.",correct
MS_43b,MS.43b.566.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.566.1,They should use grams to weigh the apple.,correct
MS_43b,MS.43b.592.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.592.1,Use same size marbles.,incorrect
MS_43b,MS.43b.594.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.594.1,Use the same marbles.,incorrect
MS_43b,MS.43b.599.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.599.1,Use mass pieces.,incorrect
MS_43b,MS.43b.600.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.600.1,Get the same size.,incorrect
MS_43b,MS.43b.607.1,2 groups used marbles to weigh the same apple. Jin's group found the apple weighed 35 marbles and Bee's group found the same apple weighed 60 marbles. Both groups used the correct procedure. What should the groups do to make their results more useful?,MS.43b.607.1,One group could use an apple then when they are done the other group could use it.,incorrect