id: 14086
lecture: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. Whether 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. Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S. If different poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel.
question: Will these magnets attract or repel each other?
choice: (A) repel (B) attract
context: Two magnets are placed as shown. Hint: Magnets that attract pull together. Magnets that repel push apart.
answer: A
rationale: Magnets can pull or push on each other without touching. When magnets attract, they pull together. When magnets repel, they push apart. Whether 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. Here are some examples of magnets. The north pole of each magnet is marked N, and the south pole is marked S. If different poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same poles are closest to each other, the magnets repel. The magnets in both pairs below repel. Will these magnets attract or repel? To find out, look at which poles are closest to each other. The north pole of one magnet is closest to the south pole of the other magnet. Poles that are different attract. So, these magnets will attract each other. The answer is B.
generated_skill:
solution: Will these magnets attract or repel? To find out, look at which poles are closest to each other. The 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.
skill: Identify magnets that attract or repel
id: 15241
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. The 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. You 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.
question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
choice: (A) The magnitude of the magnetic force is smaller in Pair 2. (B) The magnitude of the magnetic force is smaller in Pair 1. (C) The magnitude of the magnetic force is the same in both pairs.
context: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material, but some of them are different shapes.
answer: B
rationale: 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. The 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. You 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. 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. There 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 A.
generated_skill:
solution: The magnets in Pair 1 attract. The magnets in Pair 2 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. 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. There is a greater distance between the magnets in Pair 1 than in Pair 2. So, the magnitude of the magnetic force is smaller in Pair 1 than in Pair 2.
skill: Compare magnitudes of magnetic forces
id: 15289
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. The 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.
question: Compare the average kinetic energies of the particles in each sample. Which sample has the higher temperature?
choice: (A) sample A (B) sample B (C) neither; the samples have the same temperature
context: The diagrams below show two pure samples of gas in identical closed, rigid containers. Each colored ball represents one gas particle. Both samples have the same number of particles.
answer: A
rationale: 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. The 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. The particles in both samples have the same average speed, but each particle in sample B has more mass than each particle in sample A. So, the particles in sample B have a higher average kinetic energy than the particles in sample A. Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature. The answer is B.
generated_skill:
solution: The particles in both samples have the same average speed, but each particle in sample A has more mass than each particle in sample B. So, the particles in sample A have a higher average kinetic energy than the particles in sample B. Because the particles in sample A have the higher average kinetic energy, sample A must have the higher temperature.
skill: Identify how particle motion affects temperature and pressure
id: 15662
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. A row is a line of squares that goes from side to side. Rows are marked with letters. A column is a line of squares that goes up and down. Columns are marked with numbers.
question: Which i in column 4?
choice: (A) the police department (B) the theater (C) the grocery store (D) the fire department
context: N/A
answer: C
rationale: A grid is made up of lines of squares. They are organized in rows and columns. A grid can help you use a map. A row is a line of squares that goes from side to side. Rows are marked with letters. A column is a line of squares that goes up and down. Columns are marked with numbers. The theater is in column 4. The answer is B.
generated_skill:
solution: The grocery store is in column 4.
skill: Use a letter-number grid
id: 15923
lecture:
question: Which state is highlighted?
choice: (A) Nebraska (B) Iowa (C) Kansas (D) Missouri
context: N/A
answer: C
rationale: This state is Nebraska. The answer is A.
generated_skill:
solution: This state is Kansas.
skill: Identify states of the Midwest
id: 16180
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. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?
choice: (A) The magnetic force is weaker in Pair 1. (B) The magnetic force is weaker in Pair 2. (C) The strength of the magnetic force is the same in both pairs.
context: The images below show two pairs of magnets. The magnets in different pairs do not affect each other. All the magnets shown are made of the same material.
answer: C
rationale: 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. The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other. You 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. Distance affects the strength of the magnetic force. When magnets are farther apart, the magnetic force between them is weaker. The 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.
generated_skill:
solution: Distance affects the strength of the magnetic force. But the distance between the magnets in Pair 1 and in Pair 2 is the same. So, the strength of the magnetic force is the same in both pairs.
skill: Compare strengths of magnetic forces
id: 16339
lecture:
question: Which of the following is better evidence that the train's kinetic energy changed?
choice: (A) The train was stopped, and then it began to move forward and away from the station. (B) Electricity started flowing to the motor when the ride operator flipped the switch.
context: There are many types of energy. One type is kinetic energy, which is the energy an object has when it is moving. Read the passage about the start of a roller coaster ride and think about the kinetic energy of the roller coaster train. At an amusement park, a group of riders boarded a roller coaster train and sat down. Once everyone was safely in their seats, the ride operator flipped a switch, and electricity flowed to a motor below the track. The motor pulled the train forward and out of the station.
answer: A
rationale: Evidence is information that tells you something happened. What kind of evidence shows that the train's kinetic energy changed? The train's kinetic energy changed when the train started moving. So, evidence that shows that the train's kinetic energy changed includes information about the train starting to move. The ride operator flipped a switch, and electricity started flowing to the motor below the track. This event is evidence that the train's kinetic energy changed. Electricity flowing to the motor below the track was not happening before the train started moving. So, the train's kinetic energy must have changed. The train was stopped, and then it began to move forward and away from the station. This evidence shows that the train started moving. But this evidence does not show that the train's kinetic energy changed. The answer is B.
generated_skill:
solution: The kinetic energy of an object depends on the object's speed. So, a change in the train's speed is evidence of a change in the train's kinetic energy. This statement shows that the speed of the train changed: The train was stopped, and then it began to move forward and away from the station. This statement does not show that the speed of the train changed: Electricity started flowing to the motor when the ride operator flipped the switch.
skill: Explore energy transformations: roller coaster ride
id: 17387
lecture:
question: Which state is highlighted?
choice: (A) Vermont (B) Connecticut (C) Maine (D) New Hampshire
context: N/A
answer: D
rationale: This state is Maine. The answer is C.
generated_skill:
solution: This state is New Hampshire.
skill: Identify states of the Northeast
id: 17508
lecture: Offspring phenotypes: dominant or recessive? How 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. If 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. If 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. A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type. For example, consider the Punnett square below. | F | f F | FF | Ff f | Ff | ff There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2.
question: What is the expected ratio of offspring with climbing growth to offspring with bush growth? Choose the most likely ratio.
choice: (A) 2:2 (B) 0:4 (C) 1:3 (D) 3:1 (E) 4:0
context: This passage describes the growth pattern trait in rose plants: Climbing growth and bush growth are different growth patterns in rose plants. Rose plants with climbing growth have long, bendable stems that act like vines. These plants may grow upward to cover fences or walls. Rose plants with bush growth stay near the ground. These plants form low bushes or shrubs. In a group of rose plants, some individuals have climbing growth and others have bush growth. In this group, the gene for the growth pattern trait has two alleles. The allele for bush growth (g) is recessive to the allele for climbing growth (G). This Punnett square shows a cross between two rose plants.
answer: A
rationale: Offspring phenotypes: dominant or recessive? How 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. If 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. If 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. A Punnett square shows what types of offspring a cross can produce. The expected ratio of offspring types compares how often the cross produces each type of offspring, on average. To write this ratio, count the number of boxes in the Punnett square representing each type. For example, consider the Punnett square below. | F | f F | FF | Ff f | Ff | ff There is 1 box with the genotype FF and 2 boxes with the genotype Ff. So, the expected ratio of offspring with the genotype FF to those with Ff is 1:2. To determine how many boxes in the Punnett square represent offspring with climbing growth or bush growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth. Climbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg. All 4 boxes in the Punnett square have the genotype GG or Gg. Bush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg. There are 0 boxes in the Punnett square with the genotype gg. So, the expected ratio of offspring with climbing growth to offspring with bush growth is 4:0. This means that, based on the Punnett square, this cross will always produce offspring with climbing growth. This cross is expected to never produce offspring with bush growth. The answer is E.
generated_skill:
solution: To determine how many boxes in the Punnett square represent offspring with climbing growth or bush growth, consider whether each phenotype is the dominant or recessive allele's version of the growth pattern trait. The question tells you that the g allele, which is for bush growth, is recessive to the G allele, which is for climbing growth. Climbing growth is the dominant allele's version of the growth pattern trait. A rose plant with the dominant version of the growth pattern trait must have at least one dominant allele for the growth pattern gene. So, offspring with climbing growth must have the genotype GG or Gg. There are 2 boxes in the Punnett square with the genotype GG or Gg. These boxes are highlighted below. Bush growth is the recessive allele's version of the growth pattern trait. A rose plant with the recessive version of the growth pattern trait must have only recessive alleles for the growth pattern gene. So, offspring with bush growth must have the genotype gg. There are 2 boxes in the Punnett square with the genotype gg. These boxes are highlighted below. So, the expected ratio of offspring with climbing growth to offspring with bush growth is 2:2. This means that, on average, this cross will produce 2 offspring with climbing growth for every 2 offspring with bush growth.
skill: Use Punnett squares to calculate ratios of offspring types
id: 17543
lecture: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals. Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following: say that a brand has been trusted for many years include an endorsement from a respected organization, such as the American Dental Association feature a testimonial from a "real person" who shares the audience's values use an admired celebrity or athlete as a spokesperson Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following: use graphs or charts to display information cite results of clinical trials or independently conducted studies explain the science behind a product or service emphasize that the product is a financially wise choice anticipate and refute potential counterclaims Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following: trigger a fear, such as the fear of embarrassment appeal to a desire, such as the desire to appear attractive link the product to a positive feeling, such as adventure, love, or luxury
question: Which rhetorical appeal is primarily used in this ad?
choice: (A) ethos (character) (B) pathos (emotion) (C) logos (reason)
context: N/A
answer: C
rationale: The purpose of an advertisement is to persuade people to do something. To accomplish this purpose, advertisements use three types of persuasive strategies, or appeals. Appeals to ethos, or character, show the writer or speaker as trustworthy, authoritative, or sharing important values with the audience. An ad that appeals to ethos might do one of the following: say that a brand has been trusted for many years include an endorsement from a respected organization, such as the American Dental Association feature a testimonial from a "real person" who shares the audience's values use an admired celebrity or athlete as a spokesperson Appeals to logos, or reason, use logic and verifiable evidence. An ad that appeals to logos might do one of the following: use graphs or charts to display information cite results of clinical trials or independently conducted studies explain the science behind a product or service emphasize that the product is a financially wise choice anticipate and refute potential counterclaims Appeals to pathos, or emotion, use feelings rather than facts to persuade the audience. An ad that appeals to pathos might do one of the following: trigger a fear, such as the fear of embarrassment appeal to a desire, such as the desire to appear attractive link the product to a positive feeling, such as adventure, love, or luxury The ad appeals to ethos, or character, by emphasizing the car maker's reputation for producing fuel-efficient cars. The answer is A.
generated_skill:
solution: The ad appeals to logos, or reason, by emphasizing the practical benefits users can expect from the car.
skill: Identify appeals to ethos, pathos, and logos in advertisements