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Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same. | correct |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on it gets more speed. | contradictory |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light will pass until it will be long. | partially_correct_incomplete |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light stays the same. | correct |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light is staying the same. | correct |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||As time goes on the speed of light goes the same. | correct |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||The speed of light is staying the same while the time is increasing. | correct |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||I think the time is staying the same of speed of light. | contradictory |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||That the speed of light does not move with time. | correct |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||This stays the same. | partially_correct_incomplete |
Explain in one sentence what each graph tells you. Graph B) speed of light versus time.||As time increases, the speed of light stays the same (remains constant).||Only the time is increasing but the light is the same. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||There would be a clear liquid with no solid on the bottom. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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 |
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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It has been a little different. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear, mixture 3 is clear. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe that the water is not saturated yet because a mixture 4 it get saturated. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe nothing you need more spoons to make it saturated. Because mixture 3 has 3 spoons and it is not saturated. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe the nothing will be at the bottom. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would not observe anything because nothing happened to the other ones either. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It will dissolve in the cup. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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 |
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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear, nothing on bottom because mixture one and 3 are that. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Clear with nothing on the bottom. Evidence Mixture 3 has more and is clear with nothing on the bottom and mix. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would not have any particles at the bottom. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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 |
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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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 |
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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He will see clear and nothing in the bottom because you cannot see nothing in 3. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would dissolve because he has so much water there would be enough space to dissolve the solid. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Well if solution 3 has more materials and it is dissolved the evidence he would have is solution 2 will be dissolved too. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||That the solid dissolves because one, 3 dissolves. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would dissolve because 100 milliliters of water gives the solid more room to dissolve. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||The solid would dissolve because so did solution one and 3. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||When he put the 2 spoons in the 50 milliliters in of water he will get 2 times for water then mixture. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||2 spoons of solid and 100 milliliters of water and it was clear material on the bottom. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||That there is one dg. one spoon is 5 grams. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||It would look clear and who have nothing on the bottom. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Well It would be clear because 2 has more solid and is still clear. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||I think he would see the solid dissolve. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Mixture 2 maybe clear with nothing on the bottom. | partially_correct_incomplete |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||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 |
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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||He would observe fizzing in the cups. To evidence this you would put a lot of things in both of the cups. | irrelevant |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||Nothing will be on the bottom and it will be clear. Because solution 3 has nothing on the bottom and it is clear. | correct |
Jim used a solid and water to make Mixtures one (one spoon of solid in 100 milliliters water was clear with nothing on the bottom), 3 (3 spoons of solid in 100 milliliters water was clear with nothing on the bottom), 4 (4 spoons of solid in 100 milliliters water was clear with material on the bottom), and 5 (5 spoons of solid in 100 milliliters water was clear with material on the bottom) as shown below. He stirred each one and observed the results. 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?||Jim would see a clear solution. 3 spoons of solid dissolves, so 2 spoons will dissolve.||There would be no material of bottom because mixtures does not have any material on bottom. | partially_correct_incomplete |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||They both relate because one equals the other for a answer. | irrelevant |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||They both help the scale by weighing the load. | irrelevant |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is the easier it is to lift the load. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Its distance 15 centimeters. | irrelevant |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The further the effort, the less effort is needed. The closer the effort, the more is needed. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away from the fulcrum the less effort is needed and the closer to the fulcrum the more effort. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the effort is to the fulcrum, the harder it is to lift the load. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Joule equals force times distance. | irrelevant |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||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 |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When the effort gets farther away from the load the weight of the effort decreases. | partially_correct_incomplete |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When effort far from the fulcrum the load gets lighter. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is from the fulcrum the greater advantage you get. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The further the fulcrum lever is, closer it is the less it weighs. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther it is the easier it is. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When you move the effort further away the effort increases, when you move it in the effort decreases. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||As you move out it is easier. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||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 |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther the effort is from the fulcrum the less effort is needed. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away from the fulcrum the effort decreases. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Instead of going it went down. | irrelevant |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||Can be use of the amount to lift the load and to adjust the lever and load. | irrelevant |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the scale more effort is needed to lift the load. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||As the effort gets farther from the fulcrum it is easier to lift the load. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away from the fulcrum less effort is needed. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The relationship is the farther over the effort is the harder it is to lift. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||It is easier to lift when the load is closer to the fulcrum. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The closer the load is to the fulcrum the less Newtons. The farther away from the fulcrum the load is the more Newtons. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||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 |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||It is harder to lift when the load is far from the load. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The distance matters in this experiment. The closer the effort is to the fulcrum, the more effort it takes to lift the fulcrum. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When the load is closer to the fulcrum it is easier to lift. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The farther away the effort is from the fulcrum the easier it is to lift the load. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||The further away the effort is from the fulcrum the easier it is to pull. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||It takes more effort the farther away the load is from the fulcrum. | contradictory |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||When it was closer it was harder and when it was farther away it was easier. | correct |
What is the relationship between the amount of effort required to lift the load and its distance from the fulcrum?||If the effort is applied farther from the fulcrum, less effort will lift the load.||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 |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||You might get more medicine than you needed. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because then the tallies that you use will not make sense. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||They use it all around the world. And it is important. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||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 |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Last time we were using our hand to measure the table and our hand we small and some of our kids was big. | partially_correct_incomplete |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||If you do not use one you and your partner will not get accurate answers. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you can find the actual answer to a question that you have. | irrelevant |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||It is important to use a standard unit of measurement because if you do not it will not be correct. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not you will get the wrong measurement. | partially_correct_incomplete |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not use it you may get the wrong answer. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||We use standard units because if somebody makes bottles of water the put at the bottom how many liters it is. | irrelevant |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So everyone would get the same answers. It is the same for everybody. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||I think because if we do not use a standard unit we would get the answer wrong. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because it will help a lot. It will never change. It is the same all over the world too. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||You can make it too long or too short if you do not do it. | partially_correct_incomplete |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you can get the measurement the same thing as everyone else. | partially_correct_incomplete |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So you can get the best answers. You need it because you will end up with 2 different answers. | partially_correct_incomplete |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||Because if you do not use a standard you get the answer wrong. | correct |
Why is it important to use a standard unit when making a measurement?||So people know exactly what the measurement means. A standard is necessary so everyone measures using the same unit and everyone gets the same measurement.||So everybody agrees on it. | correct |