examples34

id: 20220

lecture: Words change in meaning when speakers begin using them in new ways. For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner. When a word changes in meaning, its correct usage is often debated. Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage. Being able to distinguish the different uses of a word can help you use it appropriately for different audiences. Britney perused her notes, carefully preparing for her exam. The traditional usage above is considered more standard. David perused the magazine, absentmindedly flipping through the pages. The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.

question: Which text uses the word nauseous in its traditional sense?

choice: (A) Audrey's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair. (B) Audrey's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.

context: N/A

answer: A

Rationale:

0: Words change in meaning when speakers begin using them in new ways.
1: For example, the word peruse once only meant to examine in detail, but it's now also commonly used to mean to look through in a casual manner.
2: When a word changes in meaning, its correct usage is often debated.
3: Although a newer sense of the word may be more commonly used, many people consider a word's traditional definition to be the correct usage.
4: Being able to distinguish the different uses of a word can help you use it appropriately for different audiences.
5: Britney perused her notes, carefully preparing for her exam.
6: The traditional usage above is considered more standard.
7: David perused the magazine, absentmindedly flipping through the pages.
8: The nontraditional usage above is now commonly used, but traditional style guides generally advise against it.
9: The first text uses nauseous in its traditional sense: causing disgust or nausea.
10: Audrey's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair.
11: The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
12: Audrey's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair.
13: Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.
14: The answer is B.

generated_skill:

solution: The first text uses nauseous in its traditional sense: causing disgust or nausea. Audrey's little brother looked a little sick after eating mounds of candy and then going on the nauseous rides at the state fair. The second text uses nauseous in its nontraditional sense: feeling disgusted or nauseated. Audrey's little brother looked a little nauseous after eating mounds of candy and then going on the dizzying rides at the state fair. Most style guides recommend to use the traditional sense of the word nauseous because it is considered more standard.

skill: Explore words with new or contested usages

wrong_step_idx: 0

id: 20304

lecture: A chemical change occurs when new substances are formed from existing substances. This process is called a chemical reaction. In a chemical reaction, one or more substances change into one or more different substances. During the reaction, the atoms of the original substances are rearranged to form other substances. The original substances in a chemical reaction are called reactants. These substances react, or go through a chemical change. The substances that are formed in a chemical reaction are called products. These substances are produced by the chemical reaction. So, in a chemical reaction, reactants go through a chemical change to form products.

question: Complete the sentence. In this chemical reaction, ozone is a ().

choice: (A) product (B) reactant

context: This passage describes a chemical reaction. Read the passage. Then, follow the instructions below. Ozone is a gas found high up in Earth's atmosphere. In places with severe air pollution, ozone can also be found in the air closer to the ground. This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air. Ground-level ozone can harm humans by damaging their lungs.

answer: A

Rationale:

0: A chemical change occurs when new substances are formed from existing substances.
1: This process is called a chemical reaction.
2: In a chemical reaction, one or more substances change into one or more different substances.
3: During the reaction, the atoms of the original substances are rearranged to form other substances.
4: The original substances in a chemical reaction are called reactants.
5: These substances react, or go through a chemical change.
6: The substances that are formed in a chemical reaction are called products.
7: These substances are produced by the chemical reaction.
8: So, in a chemical reaction, reactants go through a chemical change to form products.
9: Read the underlined text carefully.
10: Look for information about what happens to ozone in a chemical reaction.
11: Ozone is a gas found high up in Earth's atmosphere.
12: In places with severe air pollution, ozone can also be found in the air closer to the ground.
13: This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air.
14: Ground-level ozone can harm humans by damaging their lungs.
15: The underlined text tells you that when oxygen and carbon monoxide combine, ground-level ozone is formed.
16: When ozone and other chemicals react, or go through a chemical change, ozone is destroyed.
17: Because ozone reacts in this chemical reaction, ozone is a reactant.
18: The answer is B.

generated_skill:

solution: Read the underlined text carefully. Look for information about what happens to ozone in this chemical reaction. Ozone is a gas found high up in Earth's atmosphere. In places with severe air pollution, ozone can also be found in the air closer to the ground. This ground-level ozone forms when oxygen in the air combines with carbon monoxide and other chemicals in polluted air. Ground-level ozone can harm humans by damaging their lungs. The underlined text tells you that ozone forms when oxygen combines with carbon monoxide. Because ozone is produced by this chemical reaction, ozone is a product.

skill: Identify reactants and products

wrong_step_idx: 0

id: 20360

lecture:

question: Which theater of the war covered the smallest amount of territory?

choice: (A) the Trans-Mississippi Theater (B) the Western Theater (C) the Eastern Theater

context: Almost all of the battles of the Civil War happened in three zones, or theaters. The following map shows the theaters. Use it to answer the question below.

answer: C

Rationale:

0: Look at the map.
1: The smallest territory is the Trans-Mississippi Theater.
2: It is the theater shown in gray on the map.
3: The Trans-Mississippi Theater included territory west of the Mississippi River.
4: It also included territory to the south of the river.
5: The river is shown on the map.
6: The Western Theater included territory west of the Mississippi River.
7: It also included territory to the south of the river.
8: The Eastern Theater included territory to the east of the Mississippi River.
9: It also included territory to the south of the river.
10: The answer is A.

generated_skill:

solution: Look at the map. The smallest colored area is labeled the Eastern Theater. The Eastern Theater covered the smallest amount of territory.

skill: The Civil War: the end of the war

wrong_step_idx: 0

id: 20362

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 primary consumer in this food web?

choice: (A) water flea (B) black crappie (C) water mold

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:

0: A food web is a model.
1: A food web shows where organisms in an ecosystem get their food.
2: Models can make things in nature easier to understand because models can represent complex things in a simpler way.
3: If a food web showed every organism in an ecosystem, the food web would be hard to understand.
4: So, each food web shows how some organisms in an ecosystem can get their food.
5: Arrows show how matter moves.
6: A food web has arrows that point from one organism to another.
7: Each arrow shows the direction that matter moves when one organism eats another organism.
8: An arrow starts from the organism that is eaten.
9: The arrow points to the organism that is doing the eating.
10: An organism in a food web can have more than one arrow pointing from it.
11: This shows that the organism is eaten by more than one other organism in the food web.
12: An organism in a food web can also have more than one arrow pointing to it.
13: This shows that the organism eats more than one other organism in the food web.
14: Primary consumers eat producers.
15: So, in a food web, primary consumers have arrows pointing to them from producers.
16: The water mold has arrows pointing to it from the green algae and the water flea.
17: Neither the green algae nor the water flea is a producer, so the water mold is not a primary consumer.
18: The black crappie has an arrow pointing to it from the water flea.
19: The water flea is a producer, so the black crappie is a primary consumer.
20: The water flea has an arrow pointing to it from the green algae.
21: The green algae is a producer, so the water flea is a primary consumer.
22: The rotifer has an arrow pointing to it from the water flea.
23: The water flea is a producer, so the rotifer is a primary consumer.
24: The answer is B.

generated_skill:

solution: Primary consumers eat producers. So, in a food web, primary consumers have arrows pointing to them from producers. The rotifer has an arrow pointing to it from the green algae. The green algae is a producer, so the rotifer is a primary consumer. The water flea has an arrow pointing to it from the green algae. The green algae is a producer, so the water flea is a primary consumer. The black crappie has arrows pointing to it from the water flea, the rotifer, and the shiner. None of these organisms is a produce, so the black crappie is not a primary consumer. The water mold has an arrow pointing to it from the black crappie. The black crappie is not a producer, so the water mold is not a primary consumer.

skill: Interpret food webs I

wrong_step_idx: 0

id: 20371

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. Magnetic forces are strongest at the magnets' poles, or ends. Every magnet has two poles: a north pole (N) and a south pole (S). Here are some examples of magnets. Their poles are shown in different colors and labeled. Whether a magnet attracts or repels other magnets depends on the positions of its poles. If opposite poles are closest to each other, the magnets attract. The magnets in the pair below attract. If the same, or like, 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.

answer: A

Rationale:

0: Magnets can pull or push on other magnets without touching them.
1: When magnets attract, they pull together.
2: When magnets repel, they push apart.
3: These pulls and pushes are called magnetic forces.
4: Magnetic forces are strongest at the magnets' poles, or ends.
5: Every magnet has two poles: a north pole (N) and a south pole (S).
6: Here are some examples of magnets.
7: Their poles are shown in different colors and labeled.
8: Whether a magnet attracts or repels other magnets depends on the positions of its poles.
9: If opposite poles are closest to each other, the magnets attract.
10: The magnets in the pair below attract.
11: If the same, or like, poles are closest to each other, the magnets repel.
12: The magnets in both pairs below repel.
13: To predict if these magnets will attract or repel, look at which poles are closest to each other.
14: The north pole of one magnet is closest to the south pole of the other magnet.
15: Opposite poles attract.
16: So, these magnets will attract each other.
17: The answer is B.

generated_skill:

solution: To predict if these magnets will attract or repel, 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. Like poles repel. So, these magnets will repel each other.

skill: Identify magnets that attract or repel

wrong_step_idx: 0

id: 20436

lecture: A sentence is a group of words that forms a complete thought. It has both a subject and a verb. My friends walk along the path. A sentence fragment is a group of words that does not express a complete thought. It is usually missing a subject or a verb. Knows the answer. This is a sentence fragment. It is missing a subject. Who knows the answer? She knows the answer. The bright red car. This is a sentence fragment. It is missing a verb. What did the bright red car do? The bright red car stopped. A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma. I knocked on the door it opened. It started raining, we ran inside. To fix a run-on sentence, separate it into two sentences. Add end punctuation after the first sentence, and capitalize the second sentence. I knocked on the door. It opened. It started raining. We ran inside. You can also fix a run-on sentence by rewriting it as a compound sentence. A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so. I knocked on the door, and it opened. It started raining, so we ran inside.

question: Which is a sentence fragment?

choice: (A) Puts the towel back in the bathroom. (B) Erin spilled apple juice on the carpet.

context: N/A

answer: A

Rationale:

0: A sentence is a group of words that forms a complete thought.
1: It has both a subject and a verb.
2: My friends walk along the path.
3: A sentence fragment is a group of words that does not express a complete thought.
4: It is usually missing a subject or a verb.
5: Knows the answer.
6: This is a sentence fragment.
7: It is missing a subject.
8: Who knows the answer?
9: She knows the answer.
10: The bright red car.
11: This is a sentence fragment.
12: It is missing a verb.
13: What did the bright red car do?
14: The bright red car stopped.
15: A run-on sentence is made up of two sentences that are joined without end punctuation or with just a comma.
16: I knocked on the door it opened.
17: It started raining, we ran inside.
18: To fix a run-on sentence, separate it into two sentences.
19: Add end punctuation after the first sentence, and capitalize the second sentence.
20: I knocked on the door.
21: It opened.
22: It started raining.
23: We ran inside.
24: You can also fix a run-on sentence by rewriting it as a compound sentence.
25: A compound sentence is two sentences joined by a comma and a conjunction such as and, but, or, or so.
26: I knocked on the door, and it opened.
27: It started raining, so we ran inside.
28: Erin spilled apple juice on the carpet is a sentence fragment.
29: It is missing a subject.
30: The answer is B.

generated_skill:

solution: Puts the towel back in the bathroom is a sentence fragment. It is missing a subject.

skill: Is it a complete sentence, a fragment, or a run-on?

wrong_step_idx: 0

id: 20464

lecture: To study air masses, scientists can use maps that show conditions within Earth's atmosphere. For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air. The map's legend tells you the specific humidity level that each color represents. Colors on the left in the legend represent lower specific humidity levels than colors on the right. For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg. Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.

question: Which specific humidity level was measured within the outlined area shown?

choice: (A) 11 grams of water vapor per kilogram of air (B) 2 grams of water vapor per kilogram of air (C) 13 grams of water vapor per kilogram of air

context: The map below shows humidity in the lower atmosphere on February 21, 2017. The map shows specific humidity, a measurement of the amount of water vapor in the air. The outlined area shows an air mass that influenced weather in Africa on that day. Look at the map. Then, answer the question below. Data source: United States National Oceanic and Atmospheric Administration/Earth System Research Laboratory, Physical Sciences Division

answer: B

Rationale:

0: To study air masses, scientists can use maps that show conditions within Earth's atmosphere.
1: For example, the map below uses color to show specific humidity, a measurement of the amount of water vapor in the air.
2: The map's legend tells you the specific humidity level that each color represents.
3: Colors on the left in the legend represent lower specific humidity levels than colors on the right.
4: For example, areas on the map that are the darkest shade of purple have a specific humidity from zero grams per kilogram (g/kg) up to two g/kg.
5: Areas that are the next darkest shade of purple have a specific humidity from two g/kg up to four g/kg.
6: Look at the colors shown within the outlined area.
7: Then, use the legend to determine which specific humidity levels those colors represent.
8: The legend tells you that this air mass contained air with specific humidity levels between 2 and 8 grams of water vapor per kilogram of air.
9: 13 grams of water vapor per kilogram of air is within this range.
10: 2 grams of water vapor per kilogram of air is within this range.
11: 11 grams of water vapor per kilogram of air is within this range.
12: The answer is C.

generated_skill:

solution: Look at the colors shown within the outlined area. Then, use the legend to determine which specific humidity levels those colors represent. The legend tells you that this air mass contained air with specific humidity levels between 0 and 6 grams of water vapor per kilogram of air. 2 grams of water vapor per kilogram of air is within this range. 11 and 13 grams of water vapor per kilogram of air are outside of this range.

skill: Identify and compare air masses

wrong_step_idx: 0

id: 20577

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 west?

choice: (A) West Virginia (B) Michigan (C) Delaware (D) New York

context: N/A

answer: B

Rationale:

0: Maps have four cardinal directions, or main directions.
1: Those directions are north, south, east, and west.
2: A compass rose is a set of arrows that point to the cardinal directions.
3: A compass rose usually shows only the first letter of each cardinal direction.
4: The north arrow points to the North Pole.
5: On most maps, north is at the top of the map.
6: To find the answer, look at the compass rose.
7: Look at which way the west arrow is pointing.
8: West Virginia is farthest west.
9: The answer is A.

generated_skill:

solution: To find the answer, look at the compass rose. Look at which way the west arrow is pointing. Michigan is farthest west.

skill: Read a map: cardinal directions

wrong_step_idx: 0

id: 20594

lecture: Measurements are written with both a number and a unit. The unit comes after the number. The unit shows what the number means. When you are using customary units, length may be written with units of inches, feet, yards, or miles. There are 12 inches in 1 foot, and 3 feet in 1 yard. There are 5,280 feet in 1 mile. A football is about 1 foot long. A football field is 100 yards long.

question: How long is a hummingbird's beak?

choice: (A) 1 foot (B) 1 mile (C) 1 inch (D) 1 yard

context: Select the best estimate.

answer: C

Rationale:

0: Measurements are written with both a number and a unit.
1: The unit comes after the number.
2: The unit shows what the number means.
3: When you are using customary units, length may be written with units of inches, feet, yards, or miles.
4: There are 12 inches in 1 foot, and 3 feet in 1 yard.
5: There are 5,280 feet in 1 mile.
6: A football is about 1 foot long.
7: A football field is 100 yards long.
8: The best estimate for the length of a hummingbird's beak is 1 foot.
9: 1 inch is too short.
10: 1 yard and 1 mile are too long.
11: The answer is A.

generated_skill:

solution: The best estimate for the length of a hummingbird's beak is 1 inch. 1 foot, 1 yard, and 1 mile are all too long.

skill: Choose customary units of distance, mass, and volume

wrong_step_idx: 0

id: 20658

lecture: An organism's common name is the name that people normally call the organism. Common names often contain words you know. An 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. Scientific 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.

question: Which is this organism's scientific name?

choice: (A) Aldabrachelys gigantea (B) Aldabra giant tortoise

context: This organism is an Aldabra giant tortoise. It is also called Aldabrachelys gigantea.

answer: A

Rationale:

0: An organism's common name is the name that people normally call the organism.
1: Common names often contain words you know.
2: An organism's scientific name is the name scientists use to identify the organism.
3: Scientific names often contain words that are not used in everyday English.
4: Scientific names are written in italics, but common names are usually not.
5: The first word of the scientific name is capitalized, and the second word is not.
6: For example, the common name of the animal below is giant panda.
7: Its scientific name is Ailuropoda melanoleuca.
8: Aldabra giant tortoise is the common name.
9: So, you know that Aldabra giant tortoise is the scientific name.
10: The answer is B.

generated_skill:

solution: Aldabrachelys gigantea is written in italics. The first word is capitalized, and the second word is not. So, Aldabrachelys gigantea is the scientific name.

skill: Identify common and scientific names

wrong_step_idx: 0