id: 497
lecture: Properties are used to identify different substances. Minerals have the following properties: It is a solid. It is formed in nature. It is not made by organisms. It is a pure substance. It has a fixed crystal structure. If a substance has all five of these properties, then it is a mineral. Look closely at the last three properties: A mineral is not made by organisms. Organisms make their own body parts. For example, snails and clams make their shells. Because they are made by organisms, body parts cannot be minerals. Humans are organisms too. So, substances that humans make by hand or in factories cannot be minerals. A mineral is a pure substance. A pure substance is made of only one type of matter. All minerals are pure substances. A mineral has a fixed crystal structure. The crystal structure of a substance tells you how the atoms or molecules in the substance are arranged. Different types of minerals have different crystal structures, but all minerals have a fixed crystal structure. This means that the atoms or molecules in different pieces of the same type of mineral are always arranged the same way.
question: Is perfume a mineral?
choice: (A) no (B) yes
context: Perfume has the following properties: not a pure substance liquid human-made no fixed crystal structure
answer: A
rationale: To determine whether perfume is a mineral, we need to evaluate its properties. Perfume is a liquid and not a pure substance, which means it does not meet the criteria for being a mineral. Additionally, perfume is human-made and not formed in nature, so it does not meet the criteria for being a mineral. Lastly, perfume does not have a fixed crystal structure, which is another characteristic of minerals. Therefore, perfume is not a mineral. The answer is (A) no.
generated_skill: The specific skill required to solve this question is the ability to analyze and evaluate the properties of a substance to determine its classification. This involves understanding the criteria for different types of substances, such as minerals, and applying them to the given information. The ability to think critically and logically is also important, as it allows the person to make connections between the properties of the substance and their classification. This skill is commonly found in fields such as chemistry, biology, and geology, where the identification and classification of substances is essential for understanding the natural world.
solution: Perfume does not have all the properties of a mineral. So, perfume is not a mineral.
skill: Identify rocks and minerals
id: 571
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. There are many different types of terrestrial, or land-based, ecosystems. Here are some ways in which terrestrial ecosystems can differ from each other: the pattern of weather, or climate the type of soil the organisms that live there
question: Which better describes the Monongahela National Forest ecosystem?
choice: (A) It has warm, dry summers. It also has many different types of trees. (B) It has warm, wet summers. It also has only a few types of trees.
context: Figure: Monongahela National Forest. The Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West Virginia.
answer: B
rationale: To determine which better describes the Monongahela National Forest ecosystem, we need to consider the factors that contribute to the formation of an ecosystem. An ecosystem is created by the relationships that form among the biotic and abiotic parts of an environment. In this case, the Monongahela National Forest is a temperate deciduous forest ecosystem in eastern West Virginia. First, we need to consider the climate of the area. Temperate deciduous forests are typically found in areas with a temperate climate, which means that the climate is neither too hot nor too cold. The climate in the Monongahela National Forest is characterized by warm, wet summers and cold, snowy winters. Next, we need to consider the type of soil in the area. The soil in the Monongahela National Forest is typically acidic and well-drained, which is conducive to the growth of a variety of tree species. Finally, we need to consider the organisms that live in the ecosystem. The Monongahela National Forest is home to a diverse array of plant and animal species, including many different types of trees. Based on these factors, option (A) "It has warm, dry summers. It also has many different types of trees" does not accurately describe the Monongahela National Forest ecosystem. Option (B) "It has warm, wet summers. It also has only a few types of trees" is a more accurate description of the ecosystem, as it reflects the climate, soil, and biodiversity found in the Monongahela National Forest.
generated_skill: To solve the question, the specific skill required is the ability to analyze and compare different ecosystems based on their climate, soil, and biodiversity. This involves understanding the factors that contribute to the formation of an ecosystem and how these factors interact to create a unique environment. Additionally, the ability to evaluate and interpret information about different ecosystems is crucial in order to make accurate comparisons and determine which option best describes the ecosystem in question. This skill requires a combination of knowledge about ecosystems, critical thinking, and attention to detail.
solution: 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 Monongahela National Forest has warm, wet summers. It also has only a few types of trees.
skill: Describe ecosystems
id: 760
lecture: Before you decide to do something, it is often helpful to list costs and benefits. Costs are what you give up or spend when you decide to do something. Costs involve giving up things that you want or need. Benefits are what you gain or save when you decide to do something. Benefits involve gaining something that you want or need.
question: Suppose Nancy decides to watch the comedy. Which result would be a cost?
choice: (A) Nancy will get to watch the movie that she is more excited about. (B) Nancy will give up the chance to watch a movie with her sister.
context: Nancy is deciding whether to watch a comedy or an action movie. She would prefer to watch a comedy. But she also wants to watch a movie with her sister. Nancy's sister will only watch an action movie.
answer: B
rationale: To answer this question, we need to consider the costs and benefits of each option for Nancy. Option A: Nancy will get to watch the movie that she is more excited about. * Benefits: Nancy gets to watch her preferred movie, which is a comedy. * Costs: Nancy's sister will not be able to join her in watching the movie, which means Nancy will not get to spend time with her sister. Option B: Nancy will give up the chance to watch a movie with her sister. * Benefits: Nancy gets to spend time with her sister and watch a movie that they can both enjoy together. * Costs: Nancy will not get to watch her preferred movie, which is a comedy. Based on the above analysis, the cost of option A is that Nancy will not get to spend time with her sister, while the cost of option B is that Nancy will not get to watch her preferred movie. Therefore, the answer is option B, as it allows Nancy to watch a movie with her sister, which is a benefit, while the cost of not watching her preferred movie is outweighed by the benefit of spending time with her sister.
generated_skill: To solve this question, the specific skill required is the ability to analyze costs and benefits of different options. This involves identifying the potential gains and losses associated with each option and weighing them against each other to determine which option is the most advantageous. In this case, the ability to analyze costs and benefits required the use of critical thinking skills, such as evaluating the importance of different factors and making trade-offs between competing options. Additionally, the ability to understand and apply the concept of opportunity cost, which is the value of the best alternative that was not chosen, was also important in determining the true cost of each option. Overall, the skill required to solve this question is the ability to make informed and rational decisions based on a careful analysis of the costs and benefits of different options.
solution: This result is a cost. It involves giving up or spending something that Nancy wants or needs: Nancy will give up the chance to watch a movie with her sister.
skill: Costs and benefits
id: 1191
lecture: Oceans are huge bodies of salt water. The world has five oceans. All of the oceans are connected, making one world ocean.
question: Which ocean is highlighted?
choice: (A) the Arctic Ocean (B) the Atlantic Ocean (C) the Pacific Ocean (D) the Southern Ocean
context: N/A
answer: A
rationale: To determine which ocean is highlighted in the image, I would first need to identify the geographical features and land masses present in the image. Since the image is a map of the world, I would look for the coastlines, continents, and any other notable features that could help me identify the ocean. Once I have identified the coastlines and land masses, I would compare them to the five oceans of the world: the Arctic Ocean, the Atlantic Ocean, the Pacific Ocean, the Indian Ocean, and the Southern Ocean. By matching the coastlines and land masses with the boundaries of the oceans, I can determine which ocean is highlighted in the image. However, without more specific information about the image, it is not possible to provide a definitive answer.
generated_skill: To solve the question, the required skill is geographical knowledge and understanding of the world's oceans. This includes knowledge of the world's coastlines, continents, and the boundaries of the five oceans. Additionally, the ability to analyze and compare the features in the image with the known geographical features of the oceans is crucial to determine which ocean is highlighted. Having a good understanding of the world's geography and the ability to analyze and compare visual information are essential skills for solving such questions. These skills can be developed through studying maps, learning about different regions and their geographical features, and practicing identifying and comparing different geographical elements in various contexts.
solution: This is the Arctic Ocean.
skill: Oceans and continents
id: 1342
lecture:
question: Complete the sentence. The bee hummingbird is the () hummingbird.
choice: (A) loudest (B) fastest (C) smallest
context: Read the first part of the passage about hummingbirds. The smallest bird in the world is the hummingbird. A hummingbird is as light as a piece of paper. The smallest hummingbird is called the bee hummingbird. It is the same size as a big bug.
answer: C
rationale: The smallest hummingbird is called the bee hummingbird. It is the same size as a big bug.
generated_skill: The specific skill required to solve the question is the ability to analyze and compare information from different sources to determine the correct answer. In this case, the passage provided information about the smallest hummingbird, which is the bee hummingbird, and its size relative to a big bug. By using this information, the person solving the question can determine the correct answer by comparing the given options (A, B, and C) and selecting the one that best matches the information provided in the passage. This requires the ability to read, understand, and interpret the information, as well as the ability to apply critical thinking and problem-solving skills to arrive at the correct answer.
solution: The passage says the smallest hummingbird is called the bee hummingbird.
skill: Read passages about animals
id: 1677
lecture: A food web is a model. A 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. Arrows show how matter moves. A 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. An 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. An 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.
question: Which of the following organisms is the tertiary consumer in this food web?
choice: (A) copepod (B) rotifer (C) green algae
context: Below is a food web from Little Rock Lake, a freshwater lake ecosystem in Wisconsin. A food web models how the matter eaten by organisms moves through an ecosystem. The arrows in a food web represent how matter moves between organisms in an ecosystem.
answer: A
rationale: To determine the tertiary consumer in this food web, we need to follow the arrows and identify the organisms that are being eaten by the secondary consumers. The secondary consumers are the organisms that eat the primary consumers. 1. Identify the primary consumers: The primary consumers are the organisms that eat the producers (plants). In this food web, the primary consumers are the copepods and the rotifers. 2. Identify the secondary consumers: The secondary consumers are the organisms that eat the primary consumers. In this food web, the secondary consumers are the fish. 3. Identify the tertiary consumers: The tertiary consumers are the organisms that eat the secondary consumers. In this food web, the tertiary consumers are the fish-eating birds. Therefore, the tertiary consumer in this food web is the fish-eating bird.
generated_skill: The specific skill required to solve this question is the ability to analyze and interpret a food web diagram. This involves understanding the relationships between different organisms in an ecosystem and how matter moves between them through the consumption of food. The ability to follow the arrows and identify the different levels of consumers (primary, secondary, and tertiary) is crucial in determining the answer to the question. This skill requires a good understanding of ecological concepts and the ability to apply them to real-world situations.
solution: Tertiary consumers eat secondary consumers. So, in a food web, tertiary consumers have arrows pointing to them from secondary consumers. Secondary consumers have arrows pointing to them from primary consumers. And primary consumers have arrows pointing to them from producers. The copepod has an arrow pointing to it from the rotifer. The rotifer is a secondary consumer, so the copepod is a tertiary consumer. The rotifer has arrows pointing to it from the green algae and the water flea. Neither the green algae nor the water flea is a secondary consumer, so the rotifer is not a tertiary consumer. The black crappie has arrows pointing to it from the rotifer and the shiner. The rotifer and the shiner are secondary consumers, so the black crappie is a tertiary consumer. The green algae does not have any arrows pointing to it, so it is not a tertiary consumer.
skill: Interpret food webs I
id: 2059
lecture: Experiments can be designed to answer specific questions. When designing an experiment, you must identify the supplies that are necessary to answer your question. In order to do this, you need to figure out what will be tested and what will be measured during the experiment. Imagine that you are wondering if plants grow to different heights when planted in different types of soil. How might you decide what supplies are necessary to conduct this experiment? First, you need to identify the part of the experiment that will be tested, which is the independent variable. This is usually the part of the experiment that is different or changed. In this case, you would like to know how plants grow in different types of soil. So, you must have different types of soil available. Next, you need to identify the part of the experiment that will be measured or observed, which is the dependent variable. In this experiment, you would like to know if some plants grow taller than others. So, you must be able to compare the plants' heights. To do this, you can observe which plants are taller by looking at them, or you can measure their exact heights with a meterstick. So, if you have different types of soil and can observe or measure the heights of your plants, then you have the supplies you need to investigate your question with an experiment!
question: Using only these supplies, which question can Tracy investigate with an experiment?
choice: (A) Does milk chocolate or dark chocolate melt faster when heated on the stove? (B) Does dark chocolate or white chocolate melt faster when heated on the stove? (C) Does milk chocolate melt faster when heated in a microwave or on a stove?
context: Tracy leaves some chocolates in her jacket pocket. When she finds the chocolates later, she notices that some of them have melted. She wonders what factors affect how quickly chocolate melts. So, she decides to design an experiment. She has the following supplies available: one bar of milk chocolate one bar of dark chocolate a stove a pot
answer: A
rationale: To answer the question of what factors affect how quickly chocolate melts, Tracy can design an experiment using the supplies she has available. The first step is to identify the independent variable, which is the part of the experiment that will be tested and changed. In this case, Tracy wants to know how different types of chocolate (milk chocolate and dark chocolate) melt when heated. Therefore, the independent variable is the type of chocolate. The next step is to identify the dependent variable, which is the part of the experiment that will be measured or observed. In this case, Tracy wants to know how quickly each type of chocolate melts. Therefore, the dependent variable is the rate of melting. To conduct the experiment, Tracy will need to heat each type of chocolate on the stove in a pot. She can use a timer to measure the time it takes for each type of chocolate to melt completely. By comparing the time it takes for each type of chocolate to melt, Tracy can determine which type of chocolate melts faster. Therefore, the answer to the question of which question Tracy can investigate with an experiment using the supplies she has available is (A) Does milk chocolate or dark chocolate melt faster when heated on the stove?
generated_skill: The specific skill required to solve the question is the ability to design an experiment. This involves identifying the independent and dependent variables, selecting appropriate supplies, and planning the procedure for conducting the experiment. In this case, Tracy needs to be able to identify the factors that affect how quickly chocolate melts, select the appropriate supplies (milk chocolate and dark chocolate) and the method of heating (on the stove), and plan the procedure for heating the chocolate and measuring the rate of melting. By demonstrating these skills, Tracy can successfully design an experiment to investigate the factors that affect how quickly chocolate melts.
solution:
skill: Identify questions that can be investigated with a set of materials
id: 2200
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. Imagine 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. First, 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. Then, 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. Experiments 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. Examples of questions that this experiment can answer include: Does soil type affect the height of daffodil plants? Do daffodil plants in sandy soil grow taller than daffodil plants in clay soil? Are daffodil plants grown in sandy soil shorter than daffodil plants grown in clay soil?
question: Identify the question that Stacy's experiment can best answer.
choice: (A) Do radish plants grown under bright light have more leaves than radish plants grown under dim light? (B) Do radishes grown under bright light get bigger than radishes grown under dim light?
context: The passage below describes an experiment. Read the passage and then follow the instructions below. Stacy planted 20 radish plants in a greenhouse, putting each plant in its own pot. She placed ten of the pots under bright light and the other ten pots under dim light. Stacy watered all the plants twice a day. After two months, she pulled the radish plants from the ground, threw away the leafy green tops, and measured the sizes of the radishes. She compared the sizes of the radishes grown under bright light to the sizes of the radishes grown under dim light. Figure: a radish plant in soil.
answer: B
rationale: To identify the question that Stacy's experiment can best answer, we need to follow the steps: 1. Identify the part of the experiment that was tested: In this case, the part of the experiment that was tested is the effect of different light conditions on the growth of radish plants. 2. Identify the part of the experiment that was measured: The part of the experiment that was measured is the size of the radishes. Based on these observations, the experiment can answer questions about how different light conditions affect the growth of radish plants and the size of the radishes. Options: (A) Do radish plants grown under bright light have more leaves than radish plants grown under dim light? (B) Do radishes grown under bright light get bigger than radishes grown under dim light? The correct answer is (B) Do radishes grown under bright light get bigger than radishes grown under dim light?
generated_skill: To solve the question, one needs to have a good understanding of experimental design and data analysis. Specifically, the ability to identify the variables being tested and measured in an experiment, as well as the ability to draw conclusions based on the data collected. This requires a strong understanding of scientific principles and the ability to apply them to real-world situations. Additionally, the ability to interpret and analyze data is crucial in determining the effect of different variables on the outcome of an experiment.
solution:
skill: Identify the experimental question
id: 2407
lecture: Maps have four cardinal directions, or main directions. Those directions are north, south, east, and west. A 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. The north arrow points to the North Pole. On most maps, north is at the top of the map.
question: Which of these states is farthest south?
choice: (A) Maine (B) Kansas (C) Montana (D) Wisconsin
context: N/A
answer: B
rationale: To determine which of these states is farthest south, we need to consider the cardinal directions and the position of each state on the map. 1. First, we need to identify the cardinal directions on the map. 2. Next, we can determine the position of each state relative to the cardinal directions. 3. Finally, we can compare the positions of the states to determine which one is farthest south. Based on the map, we can see that the states are positioned as follows: * Wisconsin is in the north-central part of the map. * Kansas is in the central part of the map. * Montana is in the northwest part of the map. * Maine is in the northeastern part of the map. Comparing their positions, we can see that Maine is the farthest north and Wisconsin is the farthest south. Therefore, the answer is (A) Maine.
generated_skill: The specific skill required to solve this question is the ability to analyze and interpret maps, particularly in terms of cardinal directions and the positions of states relative to those directions. This skill involves understanding the layout of the map, identifying the cardinal directions, and using that information to determine the relative positions of different states. Additionally, the ability to compare and contrast the positions of states is crucial to determine which one is farthest south. Overall, this skill requires a combination of spatial awareness, critical thinking, and attention to detail.
solution: To find the answer, look at the compass rose. Look at which way the south arrow is pointing. Kansas is farthest south.
skill: Read a map: cardinal directions
id: 2602
lecture: Scientists use scientific names to identify organisms. Scientific names are made of two words. The 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. A 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. Together, 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. Both bears have small round ears and sharp claws. But Ursus maritimus has white fur and Ursus americanus has black fur.
question: Select the organism in the same species as the Victoria crowned pigeon.
choice: (A) Goura victoria (B) Dendrobates leucomelas (C) Aequorea victoria
context: This organism is a Victoria crowned pigeon. Its scientific name is Goura victoria.
answer: A
rationale: To answer the question, I will first identify the organism's scientific name, which is Goura victoria. The scientific name is made up of two words, the first word being the genus and the second word being the species. In this case, the genus is Goura and the species is victoria. Next, I will search for other organisms that belong to the same genus, Goura. To do this, I will look for organisms that share similar traits with Goura victoria. Since Goura victoria is a Victoria crowned pigeon, I can assume that other organisms in the same genus will also be birds. After identifying other organisms that belong to the same genus, I will compare their species names to the species name of Goura victoria to determine if they are the same species or a different species within the same genus. Based on these steps, I can conclude that the organism in the same species as the Victoria crowned pigeon is the Goura victoria.
generated_skill: The specific skill required to solve this question is the ability to identify an organism's scientific name and use it to determine the organism's genus and species. This skill involves understanding the structure of scientific names, which consists of two parts: the genus and the species. The ability to recognize similarities and differences between organisms within the same genus is also important in order to determine if they are the same species or a different species within the same genus. This skill requires knowledge of taxonomy, the study of the classification of organisms, and the ability to analyze and compare different organisms based on their characteristics.
solution: A Victoria crowned pigeon's scientific name is Goura victoria. Dendrobates leucomelas does not have the same scientific name as a Victoria crowned pigeon. So, Goura victoria and Dendrobates leucomelas are not in the same species. Aequorea victoria does have the same species within its genus as a Victoria crowned pigeon, but they are not in the same genus! They do not have the same scientific name as each other. So, these organisms are not in the same species. Goura victoria has the same scientific name as a Victoria crowned pigeon. So, these organisms are in the same species.
skill: Use scientific names to classify organisms