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[ { "user": "Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nQuestion: Which continent is highlighted?\nOptions: (A) Europe (B) South America (C) Africa (D) Asia", "assistant": "Answer: This continent is South America. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nOptions: (A) Louisiana (B) Wisconsin (C) Virginia (D) Nevada", "assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Virginia is farthest east. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.\nQuestion: Which ocean is highlighted?\nOptions: (A) the Arctic Ocean (B) the Pacific Ocean (C) the Atlantic Ocean (D) the Southern Ocean", "assistant": "Answer: This is the Southern Ocean.\\nThe Southern Ocean reaches from the shores of Antarctica to 60° South latitude. The answer is D.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Michigan?\nOptions: (A) Lansing (B) Detroit (C) Billings (D) Grand Rapids", "assistant": "Answer: Lansing is the capital of Michigan. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nThese pulls and pushes between magnets are called magnetic forces. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is weaker when the magnets are farther apart.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnetic force is weaker in Pair 1. (B) The strength of the magnetic force is the same in both pairs. (C) The magnetic force is weaker in Pair 2.", "assistant": "Answer: Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker.\\nThe magnets in Pair 1 are farther apart than the magnets in Pair 2. So, the magnetic force is weaker in Pair 1 than in Pair 2. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: When two organisms of different species interact in a way that affects one or both organisms, they form a symbiotic relationship. The word symbiosis comes from a Greek word that means living together. Scientists define types of symbiotic relationships based on how each organism is affected.\\nThis table lists three common types of symbiotic relationships. It shows how each organism is affected in each type of symbiotic relationship.\\nType of symbiotic relationship | Organism of one species... | Organism of the other species...\\nCommensal | benefits | is not significantly affected\\nMutualistic | benefits | benefits\\nParasitic | benefits | is harmed (but not usually killed)\nQuestion: Which type of relationship is formed when a cattle egret forages near a cow?\nOptions: (A) parasitic (B) commensal (C) mutualistic", "assistant": "Answer: When a cattle egret forages near a cow, the egret can catch more insects. So, the egret benefits from its relationship with the cow.\\nThe cow is not helped by the egret, but the cow is not harmed, either. So, the cow is not significantly affected by its relationship with the egret.\\nSince the egret benefits and the cow is not significantly affected, a commensal relationship is formed when a cattle egret forages near a cow. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: Which of these cities is marked on the map?\nOptions: (A) Austin (B) Memphis (C) Houston (D) Nashville", "assistant": "Answer: The city is Austin, Texas. Houston, Memphis, and Nashville are marked with gray circles on the map below. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What can Alvin and Mason trade to each get what they want?\nOptions: (A) Mason can trade his almonds for Alvin's tomatoes. (B) Alvin can trade his tomatoes for Mason's carrots. (C) Mason can trade his broccoli for Alvin's oranges. (D) Alvin can trade his tomatoes for Mason's broccoli.", "assistant": "Answer: Look at the table and images.\\nAlvin wants broccoli. Mason wants tomatoes. They can trade tomatoes for broccoli to both get what they want. Trading other things would not help both people get more items they want. The answer is D.", "source": "scienceqa" } ]

[ { "user": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\\n\nQuestion: Select the organism in the same genus as the black-blotched porcupinefish.\nOptions: (A) Amphiprion perideraion (B) Alopias pelagicus (C) Diodon liturosus", "assistant": "Answer: A black-blotched porcupinefish's scientific name is Diodon liturosus. The first word of its scientific name is Diodon.\\nThis organism and the black-blotched porcupinefish are in the same genus and the same species! Both organisms have the same scientific name, Diodon liturosus.\\nAmphiprion perideraion is in the genus Amphiprion. The first word of its scientific name is Amphiprion. So, Amphiprion perideraion and Diodon liturosus are not in the same genus.\\nAlopias pelagicus is in the genus Alopias. The first word of its scientific name is Alopias. So, Alopias pelagicus and Diodon liturosus are not in the same genus. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: A planet's volume tells you the size of the planet.\\nThe primary composition of a planet is what the planet is made mainly of. In our solar system, planets are made mainly of rock, gas, or ice.\\nThe volume of a planet is a very large quantity. Large quantities such as this are often written in scientific notation.\\nFor example, the volume of Jupiter is 1,430,000,000,000,000 km^3. In scientific notation, Jupiter's volume is written as 1.43 x 10^15 km^3.\\nTo compare two numbers written in scientific notation, first compare their exponents. The bigger the exponent is, the bigger the number is. For example:\\n1.43 x 10^15 is larger than 1.43 x 10^12\\nIf their exponents are equal, compare the first numbers. For example:\\n1.43 x 10^15 is larger than 1.25 x 10^15\\nTo multiply a number written in scientific notation by a power of 10, write the multiple of 10 as 10 raised to an exponent. Then, add the exponents. For example:\\n1.43 x 10^15 · 1000\\n= 1.43 x 10^15 · 10^3\\n= 1.43 x 10^(15 + 3)\\n= 1.43 x 10^18\\n\nQuestion: Is the following statement about our solar system true or false?\nJupiter's volume is more than 1,000 times that of Earth.\nOptions: (A) false (B) true", "assistant": "Answer: To determine if this statement is true, calculate the value of 1,000 times the volume of Earth.\\nThen compare the result to the volume of Jupiter. The volume of Jupiter is 1.43 x 10^15 km^3, which is more than 1.08 x 10^15 km^3. So, Jupiter's volume is more than 1,000 times that of Earth. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nQuestion: Is molasses a solid, a liquid, or a gas?\nOptions: (A) a solid (B) a gas (C) a liquid", "assistant": "Answer: Molasses is a liquid. A liquid takes the shape of any container it is in.\\nIf you pour molasses into a container, the molasses will take the shape of that container. But the molasses will still take up the same amount of space. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nOptions: (A) New Hampshire (B) Louisiana (C) New Jersey (D) North Carolina", "assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. New Hampshire is farthest east. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest west?\nOptions: (A) Maine (B) West Virginia (C) Alabama (D) Vermont", "assistant": "Answer: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Alabama is farthest west. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of yellow particles?\nOptions: (A) Solution A (B) neither; their concentrations are the same (C) Solution B", "assistant": "Answer: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of yellow particles per milliliter.\\nSolution A has more yellow particles per milliliter. So, Solution A has a higher concentration of yellow particles. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\\nThe color, texture, and covering of an animal's skin are examples of adaptations. Animals' skins can be adapted in different ways. For example, skin with thick fur might help an animal stay warm. Skin with sharp spines might help an animal defend itself against predators.\nQuestion: Which animal is also adapted to be camouflaged among dead leaves?\nOptions: (A) Arctic wolf (B) plated leaf chameleon", "assistant": "Answer: Look at the picture of the orange oakleaf butterfly.\\nThe orange oakleaf butterfly has a brown leaf-shaped body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color. The word camouflage means to blend in.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe plated leaf chameleon has reddish-brown scales coverings its body. It is adapted to be camouflaged among dead leaves, which often have a reddish or brownish color.\\nThis Arctic wolf has white fur covering its body. It is not adapted to be camouflaged among dead leaves. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest north?\nOptions: (A) North Carolina (B) Louisiana (C) Colorado (D) Alabama", "assistant": "Answer: To find the answer, look at the compass rose. Look at which way the north arrow is pointing. Colorado is farthest north. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nOptions: (A) Oklahoma (B) Maine (C) Washington (D) Montana", "assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Maine is farthest east. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nQuestion: Which property do these four objects have in common?\nOptions: (A) flexible (B) salty (C) rough", "assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA rough object feels scratchy when you touch it. All four objects are rough.\\nA flexible object can be folded or bent without breaking easily. The sandpaper is flexible, but the sidewalk and the rock are not.\\nPotato chips have a salty taste. The pineapple is not salty.\\nThe property that all four objects have in common is rough. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Tuvalu (B) Samoa (C) Tonga (D) Solomon Islands", "assistant": "Answer: This country is Samoa. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the reptile below.\nOptions: (A) zebra (B) box turtle", "assistant": "Answer: A box turtle is a reptile. It has scaly, waterproof skin.\\nA zebra is a mammal. It has hair and feeds its young milk. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Tennessee?\nOptions: (A) Nashville (B) Cheyenne (C) Memphis (D) Providence", "assistant": "Answer: Nashville is the capital of Tennessee. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Rhode Island?\nOptions: (A) Newport (B) Montpelier (C) Providence (D) Harrisburg", "assistant": "Answer: Providence is the capital of Rhode Island. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\\nSome liquids are thicker than others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\\nMany gases are invisible. The oxygen you breathe is a gas. The helium in a balloon is also a gas.\nQuestion: Is molten metal a solid, a liquid, or a gas?\nOptions: (A) a liquid (B) a solid (C) a gas", "assistant": "Answer: Molten metal is a liquid. A liquid takes the shape of any container it is in.\\nIf you pour molten metal into a mold, the molten metal will take the shape of the mold. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of New Hampshire?\nOptions: (A) Raleigh (B) Concord (C) Manchester (D) Juneau", "assistant": "Answer: Concord is the capital of New Hampshire. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nQuestion: Which property matches this object?\nOptions: (A) soft (B) translucent", "assistant": "Answer: Look at the object.\\nThink about each property.\\nA translucent object lets light through. But you cannot see clearly through a translucent object. The icicle is translucent.\\nA soft object changes shape when pressed or squeezed. The icicle is not soft. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of purple particles?\nOptions: (A) neither; their concentrations are the same (B) Solution A (C) Solution B", "assistant": "Answer: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of purple particles per milliliter.\\nSolution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Oregon?\nOptions: (A) Portland (B) Salem (C) Phoenix (D) Cheyenne", "assistant": "Answer: Salem is the capital of Oregon. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Georgia (B) Virginia (C) Massachusetts (D) New Hampshire", "assistant": "Answer: The colony is Georgia. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) repel (B) attract", "assistant": "Answer: To predict if these magnets will attract or repel, look at which poles are closest to each other.\\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the magnitude of a magnetic force between two magnets by changing the distance between them. The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is smaller in Pair 1. (B) The magnitude of the magnetic force is smaller in Pair 2. (C) The magnitude of the magnetic force is the same in both pairs.", "assistant": "Answer: Distance affects the magnitude of the magnetic force. When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.\\nThere is a greater distance between the magnets in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Solid and liquid are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\\nWhen matter is a solid, it has a shape of its own.\\nSome solids can be bent or broken easily. Others are hard to bend or break.\\nA glass cup is a solid. A sock is also a solid.\\nWhen matter is a liquid, it takes the shape of its container.\\nThink about pouring a liquid from a cup into a bottle. The shape of the liquid is different in the cup than in the bottle. But the liquid still takes up the same amount of space.\\nJuice is a liquid. Honey is also a liquid.\nQuestion: Is a scarf a solid or a liquid?\nOptions: (A) a solid (B) a liquid", "assistant": "Answer: A scarf is a solid. You can fold a scarf. But it will still have a size and shape of its own. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map.\\nA row is a line of squares that goes from side to side. Rows are marked with letters.\\nA column is a line of squares that goes up and down. Columns are marked with numbers.\nQuestion: Which i in column 1?\nOptions: (A) the fast-food restaurant (B) the police department (C) the grocery store (D) the fire department", "assistant": "Answer: The fire department is in column 1. The answer is D.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of North Dakota?\nOptions: (A) Bismarck (B) Madison (C) Fargo (D) Nashville", "assistant": "Answer: Bismarck is the capital of North Dakota. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is greater in Pair 2.", "assistant": "Answer: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of New Mexico?\nOptions: (A) Newport (B) Santa Fe (C) Albuquerque (D) Phoenix", "assistant": "Answer: Santa Fe is the capital of New Mexico. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) New Zealand (B) Fiji (C) Tuvalu (D) Tonga", "assistant": "Answer: This country is Tuvalu. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Mississippi?\nOptions: (A) Raleigh (B) Jackson (C) Frankfort (D) Lansing", "assistant": "Answer: Jackson is the capital of Mississippi. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Virginia?\nOptions: (A) Richmond (B) Arlington (C) Montgomery (D) Providence", "assistant": "Answer: Richmond is the capital of Virginia. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) New York (B) Iowa (C) Delaware (D) Tennessee", "assistant": "Answer: The colony is Delaware. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: A food web is a model.\\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\\nArrows show how matter moves.\\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nQuestion: Which of these organisms contains matter that was once part of the kelp?\nOptions: (A) plainfin midshipman (B) zooplankton (C) orca", "assistant": "Answer: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the kelp.\\nThere are two arrows pointing to the plainfin midshipman. These start from the phytoplankton and the zooplankton. The only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the plainfin midshipman.\\nThe only arrow pointing to the zooplankton starts from the phytoplankton. No arrow points to the phytoplankton. So, in this food web, matter does not move from the kelp to the zooplankton.There is one path matter can take from the kelp to the orca: kelp->sea urchin->sea otter->orca. There is one path matter can take from the kelp to the sea urchin: kelp->sea urchin. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that the students' experiment can best answer.\nOptions: (A) Does the mixture of solutions release more gas when they are mixed at 25°C compared to 50°C? (B) Does the mixture's color change faster when the solutions are mixed at 25°C or 50°C?", "assistant": "Answer: The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Idaho?\nOptions: (A) Helena (B) Nampa (C) Boise (D) Philadelphia", "assistant": "Answer: Boise is the capital of Idaho. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nQuestion: Which month is the wettest on average in Christchurch?\nOptions: (A) May (B) December (C) April", "assistant": "Answer: To describe the average precipitation trends in Christchurch, look at the graph.\\nChoice \"Apr\" is incorrect.\\nChoice \"May\" is incorrect.\\nChoice \"Dec\" is incorrect.\\nMay has an average monthly precipitation of about 70 millimeters. This is higher than in any other month. So, May is the wettest month on average. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Evidence is information that tells you something happened.\\nHow do you look for evidence of a change to Earth's surface?\\nThere are many ways to find evidence of a change to Earth's surface. One way is to look at a picture that was taken after the change.\\nHere are some examples of what the evidence for different changes might be:\\nCause of the change | Evidence of the change\\nearthquake | cracks in the ground; houses with broken walls and roofs\\nvolcanic eruption | melted rock on Earth's surface; smoke coming out of a hole in the ground\\nerosion | a canyon with a river flowing through it; a river carrying sand and mud\\nBe careful when you are looking for evidence!\\nA picture of Earth's surface can contain a lot of information. Some of that information might be evidence of a change to the surface, but some of it is not!\\nFor example, a picture taken after an earthquake might show a blue sky. But the color of the sky is not evidence of an earthquake. So, that information is not evidence that an earthquake happened.\\n\nQuestion: What evidence of an earthquake does this picture show?\nOptions: (A) There are large cracks in the road. (B) There is a white line along the side of the road.", "assistant": "Answer: The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Rhode Island (B) South Carolina (C) Maryland (D) North Carolina", "assistant": "Answer: The colony is South Carolina. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nQuestion: Which property matches this object?\nOptions: (A) slippery (B) sticky", "assistant": "Answer: Look at the object.\\nThink about each property.\\nA slippery object is hard to hold onto or stand on. The melted marshmallow is not slippery.\\nA sticky object can attach or stick to other things. The melted marshmallow is sticky. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nQuestion: Does this passage describe the weather or the climate?\nOptions: (A) climate (B) weather", "assistant": "Answer: Read the passage carefully.\\nGranada Province is located in southern Spain. Clouds often cover the mountains year-round in this part of the country.\\nThe underlined part of the passage tells you about the usual pattern of cloud cover in Granada Province. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Maryland?\nOptions: (A) Annapolis (B) Montpelier (C) Dover (D) Providence", "assistant": "Answer: Annapolis is the capital of Maryland. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) North Carolina (B) Wisconsin (C) New Hampshire (D) New York", "assistant": "Answer: The colony is New York.\\nDuring the colonial era, New Hampshire and New York both claimed the territory that would later become the state of Vermont. Vermont was never its own colony. The answer is D.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) the Dominican Republic (B) Saint Kitts and Nevis (C) Dominica (D) Haiti", "assistant": "Answer: This country is the Dominican Republic.\\nWhy does the Dominican Republic share its island with another country?\\nThe Dominican Republic and Haiti share the island of Hispaniola. It is home to the earliest European settlements in the Americas. Christopher Columbus founded the first European settlement on the island in 1492 during his first voyage across the Atlantic.\\nThough many people lived on the island before Columbus's arrival, European countries quickly began to colonize the island. Eventually France and Spain both established colonies. The Spanish colony eventually became the country of the Dominican Republic, and the French colony eventually became the country of Haiti. Today, people in the two countries speak different languages and have many cultural differences. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\\nYou can change the magnitude of a magnetic force between two magnets by using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.", "assistant": "Answer: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\\nMagnet sizes affect the magnitude of the magnetic force. Imagine magnets that are the same shape and made of the same material. The larger the magnets, the greater the magnitude of the magnetic force between them.\\nMagnet A is the same size in both pairs. But Magnet B is larger in Pair 2 than in Pair 1. So, the magnitude of the magnetic force is greater in Pair 2 than in Pair 1. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\\nthe pattern of weather, or climate\\nthe type of soil or water\\nthe organisms that live there\nQuestion: Which better describes the tide pool ecosystems in Montaña De Oro State Park?\nOptions: (A) It has daily flooding and draining of seawater. It also has water that is poor in nutrients. (B) It has water that is rich in nutrients. It also has many different types of organisms.", "assistant": "Answer: A tide pool is a type of ecosystem. Tide pool ecosystems have the following features: daily flooding and draining of seawater, water that is rich in nutrients, and many different types of organisms. So, the tide pool ecosystems in Montaña De Oro State Park have water that is rich in nutrients. They also have many different types of organisms. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: A food web is a model.\\nA food web shows where organisms in an ecosystem get their food. Models can make things in nature easier to understand because models can represent complex things in a simpler way. If a food web showed every organism in an ecosystem, the food web would be hard to understand. So, each food web shows how some organisms in an ecosystem can get their food.\\nArrows show how matter moves.\\nA food web has arrows that point from one organism to another. Each arrow shows the direction that matter moves when one organism eats another organism. An arrow starts from the organism that is eaten. The arrow points to the organism that is doing the eating.\\nAn organism in a food web can have more than one arrow pointing from it. This shows that the organism is eaten by more than one other organism in the food web.\\nAn organism in a food web can also have more than one arrow pointing to it. This shows that the organism eats more than one other organism in the food web.\nQuestion: In this food web, which organism contains matter that eventually moves to the sea cucumber?\nOptions: (A) black rockfish (B) bat star (C) orca (D) kelp bass", "assistant": "Answer: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows to the sea cucumber.\\nNo arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the bat star to the sea cucumber.\\nThe only arrow pointing from the black rockfish leads to the kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the black rockfish to the sea cucumber.There is one path matter can take from the orca to the sea cucumber: orca->sea cucumber. kelp bass. The only arrow pointing from the kelp bass leads to the bat star. No arrows point from the bat star to any other organisms. So, in this food web, matter does not move from the kelp bass to the sea cucumber.. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west.\\nA compass rose is a set of arrows that point to the cardinal directions. A compass rose usually shows only the first letter of each cardinal direction.\\nThe north arrow points to the North Pole. On most maps, north is at the top of the map.\nQuestion: Which of these states is farthest east?\nOptions: (A) Iowa (B) California (C) Idaho (D) North Dakota", "assistant": "Answer: To find the answer, look at the compass rose. Look at which way the east arrow is pointing. Iowa is farthest east. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An environment includes all of the biotic, or living, and abiotic, or nonliving, things in an area. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment.\\nThere are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other:\\nthe pattern of weather, or climate\\nthe type of soil\\nthe organisms that live there\nQuestion: Which statement describes the Catoctin Mountain Park ecosystem?\nOptions: (A) It has many different types of trees. (B) It has soil that is poor in nutrients. (C) It has soil that is rich in nutrients.", "assistant": "Answer: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, the following statement describes the Catoctin Mountain Park ecosystem: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is rich in nutrients. The following statements do not describe Catoctin Mountain Park: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. It has soil that is poor in nutrients. It has many different types of trees. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: A change in an object's temperature indicates a change in the object's thermal energy:\\nAn increase in temperature shows that the object's thermal energy increased. So, thermal energy was transferred into the object from its surroundings.\\nA decrease in temperature shows that the object's thermal energy decreased. So, thermal energy was transferred out of the object to its surroundings.\nQuestion: During this time, thermal energy was transferred from () to ().\nOptions: (A) each battery . . . the surroundings (B) the surroundings . . . each battery", "assistant": "Answer: The temperature of each battery decreased, which means that the thermal energy of each battery decreased. So, thermal energy was transferred from each battery to the surroundings. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of New Jersey?\nOptions: (A) Provo (B) Trenton (C) Newark (D) Jersey City", "assistant": "Answer: Trenton is the capital of New Jersey. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\\n\nQuestion: Select the organism in the same genus as the small-mouth salamander.\nOptions: (A) Lissotriton helveticus (B) Ambystoma texanum (C) Lissotriton vulgaris", "assistant": "Answer: A small-mouth salamander's scientific name is Ambystoma texanum. The first word of its scientific name is Ambystoma.\\nLissotriton helveticus is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton helveticus and Ambystoma texanum are not in the same genus.\\nThis organism and the small-mouth salamander are in the same genus and the same species! Both organisms have the same scientific name, Ambystoma texanum.\\nLissotriton vulgaris is in the genus Lissotriton. The first word of its scientific name is Lissotriton. So, Lissotriton vulgaris and Ambystoma texanum are not in the same genus. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nQuestion: Which is this organism's common name?\nOptions: (A) black howler (B) Alouatta caraya", "assistant": "Answer: Alouatta caraya is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\\nAlouatta caraya is the organism's scientific name. So, you know that black howler is the common name. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the amphibian below.\nOptions: (A) red-eyed tree frog (B) bison", "assistant": "Answer: A bison is a mammal. It has fur and feeds its young milk.\\nA red-eyed tree frog is an amphibian. It has moist skin and begins its life in water. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups.\nQuestion: Which property do these three objects have in common?\nOptions: (A) rough (B) smooth (C) scratchy", "assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA rough object feels scratchy when you touch it. None of the objects are rough.\\nA scratchy object is rough and itchy against your skin. None of the objects are scratchy.\\nA smooth object is not scratchy or rough. All three objects are smooth.\\nThe property that all three objects have in common is smooth. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on other magnets without touching them. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes are called magnetic forces.\\nMagnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S).\\nHere are some examples of magnets. Their poles are shown in different colors and labeled.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles.\\nIf opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same, or like, poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) attract (B) repel", "assistant": "Answer: To predict if these magnets will attract or repel, look at which poles are closest to each other.\\nThe north pole of one magnet is closest to the north pole of the other magnet. Like poles repel. So, these magnets will repel each other. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Birds, mammals, fish, reptiles, and amphibians are groups of animals. The animals in each group have traits in common.\\nScientists sort animals into groups based on traits they have in common. This process is called classification.\nQuestion: Select the fish below.\nOptions: (A) zebra (B) piranha", "assistant": "Answer: A piranha is a fish. It lives underwater. It has fins, not limbs.\\nA zebra is a mammal. It has hair and feeds its young milk. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nQuestion: Based on the time line, which event happens earlier?\nOptions: (A) California's population grows past 300,000. (B) Gold becomes harder to find in California.", "assistant": "Answer: A time line shows the order of events by placing them along a line. This time line shows important events during the California Gold Rush.\\nLook at how the events are ordered on the time line. Events that happened earlier are shown to the left. Events that happened later are shown to the right. Gold becomes harder to find in California is shown farther to the left than California's population grows past 300,000. So, Gold becomes harder to find in California earlier. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Offspring phenotypes: dominant or recessive?\\nHow do you determine an organism's phenotype for a trait? Look at the combination of alleles in the organism's genotype for the gene that affects that trait. Some alleles have types called dominant and recessive. These two types can cause different versions of the trait to appear as the organism's phenotype.\\nIf an organism's genotype has at least one dominant allele for a gene, the organism's phenotype will be the dominant allele's version of the gene's trait.\\nIf an organism's genotype has only recessive alleles for a gene, the organism's phenotype will be the recessive allele's version of the gene's trait.\\nIn a Punnett square, each box represents a different outcome, or result. Each of the four outcomes is equally likely to happen. Each box represents one way the parents' alleles can combine to form an offspring's genotype. Because there are four boxes in the Punnett square, there are four possible outcomes.\\nAn event is a set of one or more outcomes. The probability of an event is a measure of how likely the event is to happen. This probability is a number between 0 and 1, and it can be written as a fraction:\\nprobability of an event = number of ways the event can happen / number of equally likely outcomes\\nYou can use a Punnett square to calculate the probability that a cross will produce certain offspring. For example, the Punnett square below has two boxes with the genotype Ff. It has one box with the genotype FF and one box with the genotype ff. This means there are two ways the parents' alleles can combine to form Ff. There is one way they can combine to form FF and one way they can combine to form ff.\\n | F | f\\nF | FF | Ff\\nf | Ff | ff\\nConsider an event in which this cross produces an offspring with the genotype ff. The probability of this event is given by the following fraction:\\nnumber of ways the event can happen / number of equally likely outcomes = number of boxes with the genotype ff / total number of boxes = 1 / 4.\nQuestion: What is the probability that a pea plant produced by this cross will have round peas?\nOptions: (A) 4/4 (B) 1/4 (C) 2/4 (D) 0/4 (E) 3/4", "assistant": "Answer: The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: In the past, scientists classified living organisms into two groups: plants and animals. Over the past 300 years, scientists have discovered many more types of organisms. Today, many scientists classify organisms into six broad groups, called kingdoms.\\nOrganisms in each kingdom have specific traits. The table below shows some traits used to describe each kingdom.\\n | Bacteria | Archaea | Protists | Fungi | Animals | Plants\\nHow many cells do they have? | one | one | one or many | one or many | many | many\\nDo their cells have a nucleus? | no | no | yes | yes | yes | yes\\nCan their cells make food? | some species can | some species can | some species can | no | no | yes\nQuestion: Is Rangifer tarandus made up of many cells?\nOptions: (A) no (B) yes", "assistant": "Answer: Rangifer tarandus is an animal. Animals are made up of many cells. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: The temperature of a substance depends on the average kinetic energy of the particles in the substance. The higher the average kinetic energy of the particles, the higher the temperature of the substance.\\nThe kinetic energy of a particle is determined by its mass and speed. For a pure substance, the greater the mass of each particle in the substance and the higher the average speed of the particles, the higher their average kinetic energy.\nQuestion: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?\nOptions: (A) sample B (B) sample A (C) neither; the samples have the same temperature", "assistant": "Answer: Each particle in sample B has more mass than each particle in sample A. The particles in sample B also have a higher average speed than the particles in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A.\\nBecause the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of yellow particles?\nOptions: (A) Solution B (B) Solution A (C) neither; their concentrations are the same", "assistant": "Answer: In Solution A and Solution B, the yellow particles represent the solute. To figure out which solution has a higher concentration of yellow particles, look at both the number of yellow particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of yellow particles per milliliter.\\nSolution B has more yellow particles per milliliter. So, Solution B has a higher concentration of yellow particles. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Scientists record climate data from places around the world. Precipitation, or rain and snow, is one type of climate data. Scientists collect data over many years. They can use this data to calculate the average precipitation for each month. The average precipitation can be used to describe the climate of a location.\\nA bar graph can be used to show the average amount of precipitation each month. Months with taller bars have more precipitation on average.\nQuestion: Which statement is true about the average monthly precipitation in Nairobi?\nOptions: (A) More precipitation falls in April than in August. (B) February is the wettest month of the year. (C) Nairobi gets about the same amount of precipitation each month.", "assistant": "Answer: To describe the average precipitation trends in Nairobi, look at the graph.\\nChoice \"Feb\" is incorrect.\\nChoice \"Apr\" is incorrect.\\nChoice \"Aug\" is incorrect.\\nChoice \"More precipitation falls in April than in August.\" is incorrect.\\nApril has a higher average monthly precipitation than August.\\nChoice \"February is the wettest month of the year.\" is incorrect.\\nThe wettest month is the one with the highest average monthly precipitation. April, not February, has the highest average precipitation.\\nChoice \"Nairobi gets about the same amount of precipitation each month.\" is incorrect.\\nOn average, less precipitation falls between June and October than between November and May. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An ecosystem is formed when living and nonliving things interact in an environment. There are many types of ecosystems. Here are some ways in which ecosystems can differ from each other:\\nthe pattern of weather, or climate\\nthe type of soil or water\\nthe organisms that live there\nQuestion: Which better describes the Catoctin Mountain Park ecosystem?\nOptions: (A) It has warm, dry summers. It also has many different types of trees. (B) It has cold, wet winters. It also has only a few types of trees.", "assistant": "Answer: A temperate deciduous forest is a type of ecosystem. Temperate deciduous forests have the following features: warm, wet summers and cold, wet winters, soil that is rich in nutrients, and only a few types of trees. So, Catoctin Mountain Park has cold, wet winters. It also has only a few types of trees. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: The atmosphere is the layer of air that surrounds Earth. Both weather and climate tell you about the atmosphere.\\nWeather is what the atmosphere is like at a certain place and time. Weather can change quickly. For example, the temperature outside your house might get higher throughout the day.\\nClimate is the pattern of weather in a certain place. For example, summer temperatures in New York are usually higher than winter temperatures.\nQuestion: Does this passage describe the weather or the climate?\nOptions: (A) climate (B) weather", "assistant": "Answer: Read the passage carefully.\\nQuito is the capital of Ecuador. The winds there blow out of the northwest during the spring and summer each year.\\nThe underlined part of the passage tells you about the usual wind patterns in Quito. This passage does not describe what the weather is like on a particular day. So, this passage describes the climate. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Wayne's experiment can best answer.\nOptions: (A) Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds? (B) Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds?", "assistant": "Answer: The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors.\\nArms, legs, flippers, and wings are different types of limbs. The type of limbs an animal has is an example of an adaptation. Animals' limbs can be adapted in different ways. For example, long legs might help an animal run fast. Flippers might help an animal swim. Wings might help an animal fly.\nQuestion: Which animal is also adapted for flight?\nOptions: (A) brahminy kite (B) three-toed sloth", "assistant": "Answer: Look at the picture of the gray-headed albatross.\\nThe gray-headed albatross has long, powerful wings. It is adapted for flight. Long, powerful wings help the gray-headed albatross travel long distances by air.\\nNow look at each animal. Figure out which animal has a similar adaptation.\\nThe brahminy kite has long, powerful wings. It is adapted for flight.\\nThe three-toed sloth has powerful arms and legs. It is not adapted for flight. The three-toed sloth uses its arms and legs to climb trees. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. These pulls and pushes between magnets are called magnetic forces.\\nThe strength of a force is called its magnitude. The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.\nQuestion: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?\nOptions: (A) The magnitude of the magnetic force is greater in Pair 2. (B) The magnitude of the magnetic force is greater in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.", "assistant": "Answer: The magnets in Pair 2 attract. The magnets in Pair 1 repel. But whether the magnets attract or repel affects only the direction of the magnetic force. It does not affect the magnitude of the magnetic force.\\nBoth magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same.\\nSo, the magnitude of the magnetic force is the same in both pairs. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\\nDifferent objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.\nQuestion: Which property do these four objects have in common?\nOptions: (A) sticky (B) slippery (C) soft", "assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nA soft object changes shape when pressed or squeezed. All four objects are soft.\\nA sticky object can attach or stick to other things. The melted marshmallow is sticky, but the soccer shorts, the handkerchief, and the track suit are not.\\nA slippery object is hard to hold onto or stand on. The handkerchief and the melted marshmallow are not slippery.\\nThe property that all four objects have in common is soft. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nQuestion: Which property matches this object?\nOptions: (A) blue (B) rough", "assistant": "Answer: Look at the object.\\nThink about each property.\\nA rough object feels scratchy when you touch it. The water slide is not rough.\\nBlue is a color.\\nThis color is blue. The water slide is blue. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Animals increase their reproductive success when they have offspring that survive to reproduce.\\nAnimals can increase their chances of having offspring by behaving in ways that help them get partners to mate and reproduce with. These partners are called mates. For example, animals may make special sounds, perform specific dances, or show off bright colors to attract mates. Animals may also compete with each other for mates.\\nAnimals can increase the chances that their offspring will survive to reproduce by caring for and protecting them. For example, animals may feed their offspring or guard them from predators. These behaviors increase the chances that the offspring will survive to adulthood, when they can reproduce.\\nMany behaviors can increase the chances that animals will have offspring that survive to reproduce. But the behaviors cannot guarantee that the animals will have greater reproductive success. Animals that attract or compete for mates won't always successfully mate and reproduce, and offspring that are fed and protected won't always survive to adulthood.\nQuestion: Why might raising cubs with other lionesses in a pride increase an African lioness's reproductive success? Complete the claim below that answers this question and is best supported by the passage.\nRaising cubs with other lionesses in a pride increases the chances that ().\nOptions: (A) the lioness's cubs will be around other cubs (B) the lioness's cubs will survive attacks (C) the lioness will feed the cubs of other lionesses", "assistant": "Answer: Look for the part of the passage that describes the effect of raising cubs with other lionesses in a pride. Use this information to determine why this behavior can increase the African lioness's reproductive success.\\nChoice \"African lions live in groups called prides. In a pride, female lions, or lionesses, may give birth to cubs around the same time. When this happens, the lionesses help raise each other's cubs. The lionesses work together to feed and protect all the cubs for about two years.\" is incorrect.\\nChoice \"Lionesses have to protect their cubs from male lions that are not part of their pride. These male lions may attack and kill the cubs to try to take over the pride. When a pride has multiple lionesses, the cubs are less likely to be killed in an attack. When a pride has only one lioness, the cubs are more likely to be killed.\" is incorrect.\\nChoice \"Choice \"Raising cubs with other lionesses in a pride increases the chances that the lioness's cubs will survive attacks.\" is incorrect.\" is correct.\\nChoice \"According to the underlined text, cubs are more likely to survive attacks by male lions when a pride has multiple lionesses. So, by raising cubs with other lionesses in a pride, a lioness increases the chances that her cubs will survive. This can increase her reproductive success.\" is incorrect.\\nChoice \"Choice \"Raising cubs with other lionesses in a pride increases the chances that the lioness's cubs will be around other cubs.\" is incorrect.\" is incorrect.\\nChoice \"Raising cubs with other lionesses in a pride may increase the chances that the lioness's cubs will be around other cubs. But the passage does not discuss whether this could affect the lioness's reproductive success. If more cubs are in a pride, they may compete for food. If the lioness's cubs have trouble getting food, that could decrease her reproductive success.\" is incorrect.\\nChoice \"Choice \"Raising cubs with other lionesses in a pride increases the chances that the lioness will feed the cubs of other lionesses.\" is incorrect.\" is incorrect.\\nChoice \"To increase her reproductive success, the lioness needs to have offspring that survive to reproduce. Feeding the cubs of other lionesses does not directly increase the lioness's chances of producing offspring that survive to reproduce. So, feeding other cubs of other lionesses is not why raising cubs with other lionesses increases the lioness's reproductive success.\" is incorrect. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Austen's experiment can best answer.\nOptions: (A) Do cardinals eat more seeds per visit from feeders containing sunflower seeds compared to feeders containing flax seeds? (B) Do cardinals visit feeders containing sunflower seeds more often than feeders containing flax seeds?", "assistant": "Answer: The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Clayton's experiment can best answer.\nOptions: (A) Can pennies hold more drops of pure water or water mixed with hand soap? (B) Can pennies hold more drops of water mixed with dish soap or water mixed with hand soap?", "assistant": "Answer: The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the capital of Maryland?\nOptions: (A) Concord (B) Annapolis (C) Minneapolis (D) Baltimore", "assistant": "Answer: Annapolis is the capital of Maryland. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: A graphic organizer is a chart or picture that shows how ideas, facts, or topics are related to one another.\\nWhen you read, look for graphic organizers included in the text. You can use these images to find key information. You can also create your own graphic organizers with information that you've read. Doing this can help you think about the ideas in the text and easily review them.\\nWhen you write, you can use graphic organizers to organize your thoughts and plan your writing.\nQuestion: Based on the bubble map, who said, \"My good opinion, once lost, is lost forever\"?\nOptions: (A) Darcy (B) Elizabeth", "assistant": "Answer: A bubble map uses lines or arrows to connect things that are related. This bubble map shows traits of characters from Pride and Prejudice by Jane Austen. It also includes quotations from the characters that show these traits.\\nFind the quotation \"My good opinion, once lost, is lost forever\" in the bubble map. It is directly connected to stubborn, which is directly connected to Darcy. The quotation supports the idea that Darcy is stubborn. So, the quotation was said by Darcy. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nQuestion: Which is this organism's scientific name?\nOptions: (A) Asian tiger mosquito (B) Aedes albopictus", "assistant": "Answer: Aedes albopictus is written in italics. The first word is capitalized, and the second word is not.\\nSo, Aedes albopictus is the scientific name. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it.\nQuestion: Which property matches this object?\nOptions: (A) opaque (B) hard", "assistant": "Answer: Look at the object.\\nThink about each property.\\nAn opaque object does not let light through. The glass flask is not opaque.\\nA hard object does not change shape when pressed or squeezed. The glass flask is hard. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\\n\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) repel (B) attract", "assistant": "Answer: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\\nThe north pole of one magnet is closest to the north pole of the other magnet. Poles that are the same repel. So, these magnets will repel each other. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome.\\nFor example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment:\\nYou grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group.\\nYou grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group.\\nBy comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.\nQuestion: In this experiment, which were part of an experimental group?\nOptions: (A) the plots with fires (B) the plots with no fires", "assistant": "Answer: In this experiment, Dr. Moran investigated whether burning plots of prairie affects which grasses grow. So, the plots with fires were part of an experimental group.\\nThe plots with no fires were not burned. So, they were not part of an experimental group. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: Experiments can be designed to answer specific questions. How can you identify the questions that a certain experiment can answer? In order to do this, you need to figure out what was tested and what was measured during the experiment.\\nImagine an experiment with two groups of daffodil plants. One group of plants was grown in sandy soil, and the other was grown in clay soil. Then, the height of each plant was measured.\\nFirst, identify the part of the experiment that was tested. The part of an experiment that is tested usually involves the part of the experimental setup that is different or changed. In the experiment described above, each group of plants was grown in a different type of soil. So, the effect of growing plants in different soil types was tested.\\nThen, identify the part of the experiment that was measured. The part of the experiment that is measured may include measurements and calculations. In the experiment described above, the heights of the plants in each group were measured.\\nExperiments can answer questions about how the part of the experiment that is tested affects the part that is measured. So, the experiment described above can answer questions about how soil type affects plant height.\\nExamples of questions that this experiment can answer include:\\nDoes soil type affect the height of daffodil plants?\\nDo daffodil plants in sandy soil grow taller than daffodil plants in clay soil?\\nAre daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?\nQuestion: Identify the question that Martha's experiment can best answer.\nOptions: (A) Do slugs weigh more after eating tomato leaves or broccoli leaves? (B) Do slugs eat more from tomato leaves or broccoli leaves?", "assistant": "Answer: The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words.\\nThe first word in an organism's scientific name tells you the organism's genus. A genus is a group of organisms that share many traits.\\nA genus is made up of one or more species. A species is a group of very similar organisms. The second word in an organism's scientific name tells you its species within its genus.\\nTogether, the two parts of an organism's scientific name identify its species. For example Ursus maritimus and Ursus americanus are two species of bears. They are part of the same genus, Ursus. But they are different species within the genus. Ursus maritimus has the species name maritimus. Ursus americanus has the species name americanus.\\nBoth bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.\\n\nQuestion: Select the organism in the same genus as the cocoi heron.\nOptions: (A) Falco peregrinus (B) Pelecanus philippensis (C) Ardea herodias", "assistant": "Answer: A cocoi heron's scientific name is Ardea cocoi. The first word of its scientific name is Ardea.\\nPelecanus philippensis is in the genus Pelecanus. The first word of its scientific name is Pelecanus. So, Pelecanus philippensis and Ardea cocoi are not in the same genus.\\nArdea herodias is in the genus Ardea. The first word of its scientific name is Ardea. So, Ardea herodias and Ardea cocoi are in the same genus.\\nFalco peregrinus is in the genus Falco. The first word of its scientific name is Falco. So, Falco peregrinus and Ardea cocoi are not in the same genus. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: What is the name of the colony shown?\nOptions: (A) Rhode Island (B) Massachusetts (C) Vermont (D) Connecticut", "assistant": "Answer: The colony is Massachusetts.\\nThe Massachusetts Colony included land that would later become the state of Maine. Maine was never its own colony. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: A continent is one of the seven largest areas of land on earth.\nQuestion: Which continent is highlighted?\nOptions: (A) Antarctica (B) North America (C) Asia (D) South America", "assistant": "Answer: This continent is South America. The answer is D.", "source": "scienceqa" } ]

[ { "user": "Lecture: Lines of latitude and lines of longitude are imaginary lines drawn on some globes and maps. They can help you find places on globes and maps.\\nLines of latitude show how far north or south a place is. We use units called degrees to describe how far a place is from the equator. The equator is the line located at 0° latitude. We start counting degrees from there.\\nLines north of the equator are labeled N for north. Lines south of the equator are labeled S for south. Lines of latitude are also called parallels because each line is parallel to the equator.\\nLines of longitude are also called meridians. They show how far east or west a place is. We use degrees to help describe how far a place is from the prime meridian. The prime meridian is the line located at 0° longitude. Lines west of the prime meridian are labeled W. Lines east of the prime meridian are labeled E. Meridians meet at the north and south poles.\\nThe equator goes all the way around the earth, but the prime meridian is different. It only goes from the North Pole to the South Pole on one side of the earth. On the opposite side of the globe is another special meridian. It is labeled both 180°E and 180°W.\\nTogether, lines of latitude and lines of longitude form a grid. You can use this grid to find the exact location of a place.\nQuestion: Which of these continents does the equator intersect?\nOptions: (A) North America (B) South America (C) Antarctica", "assistant": "Answer: The equator is the line at 0° latitude. It intersects South America. It does not intersect Antarctica or North America. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know.\\nAn organism's scientific name is the name scientists use to identify the organism. Scientific names often contain words that are not used in everyday English.\\nScientific names are written in italics, but common names are usually not. The first word of the scientific name is capitalized, and the second word is not. For example, the common name of the animal below is giant panda. Its scientific name is Ailuropoda melanoleuca.\nQuestion: Which is this organism's common name?\nOptions: (A) Flabellina iodinea (B) Spanish shawl nudibranch", "assistant": "Answer: Flabellina iodinea is written in italics. The first word is capitalized, and the second word is not. So, it is the scientific name.\\nFlabellina iodinea is the organism's scientific name. So, you know that Spanish shawl nudibranch is the common name. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells.\\nDifferent objects can have the same properties. You can use these properties to put objects into groups.\nQuestion: Which property do these two objects have in common?\nOptions: (A) bouncy (B) yellow", "assistant": "Answer: Look at each object.\\nFor each object, decide if it has that property.\\nYellow is a color.\\nThis color is yellow. Both objects are yellow.\\nA bouncy object will bounce back from the floor if you drop it. Neither of the objects are bouncy.\\nThe property that both objects have in common is yellow. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: The fruits and vegetables we eat are parts of plants! Plants are made up of different structures. The different structures carry out important functions.\\nThe roots take in water and nutrients from the soil. They also hold the plant in place in the soil.\\nThe stem supports the plant. It carries food, water, and nutrients through the plant.\\nThe leaves are where most of the plant's photosynthesis happens. Photosynthesis is the process plants use to turn water, sunlight, and carbon dioxide into food.\\nAfter they are pollinated, the flowers make seeds and fruit.\\nThe fruit contain the seeds. Each fruit grows from a pollinated flower.\\nThe seeds can grow into a new plant. Germination is when a seed begins to grow.\nQuestion: Which part of the soybean plant do we usually eat?\nOptions: (A) the seeds (B) the leaves (C) the fruit", "assistant": "Answer: The part of the soybean plant we usually eat is the seeds. They can grow into a new plant. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: A continent is one of the major land masses on the earth. Most people say there are seven continents.\nQuestion: Which continent is highlighted?\nOptions: (A) Asia (B) Antarctica (C) North America (D) Europe", "assistant": "Answer: This continent is Europe. The answer is D.", "source": "scienceqa" } ]

[ { "user": "Lecture: A solution is made up of two or more substances that are completely mixed. In a solution, solute particles are mixed into a solvent. The solute cannot be separated from the solvent by a filter. For example, if you stir a spoonful of salt into a cup of water, the salt will mix into the water to make a saltwater solution. In this case, the salt is the solute. The water is the solvent.\\nThe concentration of a solute in a solution is a measure of the ratio of solute to solvent. Concentration can be described in terms of particles of solute per volume of solvent.\\nconcentration = particles of solute / volume of solvent\nQuestion: Which solution has a higher concentration of purple particles?\nOptions: (A) Solution B (B) neither; their concentrations are the same (C) Solution A", "assistant": "Answer: In Solution A and Solution B, the purple particles represent the solute. To figure out which solution has a higher concentration of purple particles, look at both the number of purple particles and the volume of the solvent in each container.\\nUse the concentration formula to find the number of purple particles per milliliter.\\nSolution A has more purple particles per milliliter. So, Solution A has a higher concentration of purple particles. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Solid, liquid, and gas are states of matter. Matter is anything that takes up space. Matter can come in different states, or forms.\\nWhen matter is a solid, it has a definite volume and a definite shape. So, a solid has a size and shape of its own.\\nSome solids can be easily folded, bent, or broken. A piece of paper is a solid. Also, some solids are very small. A grain of sand is a solid.\\nWhen matter is a liquid, it has a definite volume but not a definite shape. So, a liquid has a size of its own, but it does not have a shape of its own. Think about pouring juice from a bottle into a cup. The juice still takes up the same amount of space, but it takes the shape of the bottle.\\nSome liquids do not pour as easily as others. Honey and milk are both liquids. But pouring honey takes more time than pouring milk.\\nWhen matter is a gas, it does not have a definite volume or a definite shape. A gas expands, or gets bigger, until it completely fills a space. A gas can also get smaller if it is squeezed into a smaller space.\\nMany gases are invisible. Air is a gas.\nQuestion: Is a gold bracelet a solid, a liquid, or a gas?\nOptions: (A) a gas (B) a solid (C) a liquid", "assistant": "Answer: A gold bracelet is a solid. You can wrap a gold bracelet around your wrist. But the bracelet will still have a size and shape of its own. The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you.\\nA substance may be composed of one chemical element or multiple chemical elements. Substances that are composed of only one chemical element are elementary substances. Substances that are composed of multiple chemical elements bonded together are compounds.\\nEvery chemical element is represented by its own atomic symbol. An atomic symbol may consist of one capital letter, or it may consist of a capital letter followed by a lowercase letter. For example, the atomic symbol for the chemical element boron is B, and the atomic symbol for the chemical element chlorine is Cl.\\nScientists use different types of models to represent substances whose atoms are bonded in different ways. One type of model is a ball-and-stick model. The ball-and-stick model below represents a molecule of the compound boron trichloride.\\nIn a ball-and-stick model, the balls represent atoms, and the sticks represent bonds. Notice that the balls in the model above are not all the same color. Each color represents a different chemical element. The legend shows the color and the atomic symbol for each chemical element in the substance.\nQuestion: Look at the models of molecules below. Select the elementary substance.\nOptions: (A) fluoromethanol (B) ozone (C) carbon tetrachloride", "assistant": "Answer: The answer is B.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: Which of these cities is marked on the map?\nOptions: (A) Minneapolis (B) Milwaukee (C) Chicago (D) Omaha", "assistant": "Answer: The city is Chicago, Illinois. Milwaukee, Minneapolis, and Omaha are marked with gray circles on the map below. The answer is C.", "source": "scienceqa" } ]

[ { "user": "Lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart.\\nWhether a magnet attracts or repels other magnets depends on the positions of its poles, or ends. Every magnet has two poles, called north and south.\\nHere are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S.\\nIf different poles are closest to each other, the magnets attract. The magnets in the pair below attract.\\nIf the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.\\n\nQuestion: Will these magnets attract or repel each other?\nOptions: (A) attract (B) repel", "assistant": "Answer: Will these magnets attract or repel? To find out, look at which poles are closest to each other.\\nThe south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is A.", "source": "scienceqa" } ]

[ { "user": "Lecture: \nQuestion: Which country is highlighted?\nOptions: (A) Solomon Islands (B) Papua New Guinea (C) New Zealand (D) Australia", "assistant": "Answer: This country is Australia.\\nIs Australia a country or a continent?\\nBoth! Australia is a country in Oceania, a region made up of many lands and islands in the Pacific Ocean. Many people say that Australia is the world's smallest continent. But some people call Oceania a continent instead. The answer is D.", "source": "scienceqa" } ]