id: 2282

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 using magnets of different sizes. The magnitude of the magnetic force is greater when the magnets are larger.

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 greater in Pair 1. (B) The magnitude of the magnetic force is greater in Pair 2. (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 sizes.

answer: B

Rationale:

generated_skill: The missing skill in this query is understanding the relationship between magnet size and the magnitude of the magnetic force. The wrong rationale incorrectly assumes that the larger magnet in Pair 1 would result in a greater magnitude of the magnetic force compared to Pair 2. However, this is not necessarily true as the size of the magnets does not always determine the magnitude of the magnetic force.

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. Magnet 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. Magnet 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.

skill: Compare magnitudes of magnetic forces

wrong_step_idx: 16


id: 2315

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 omnivore in this food web?

choice: (A) shiner (B) black crappie (C) copepod

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: C

Rationale:

generated_skill: The missing skill in this case is the ability to accurately interpret the arrows in a food web. The key wrong steps show that the user incorrectly assumed that an organism is an omnivore if it has arrows pointing to it from both producers and consumers. However, this is not correct. The correct interpretation is that an organism is an omnivore if it has arrows pointing to it from at least one producer and at least one consumer. In this case, the copepod only has one arrow pointing to it from a producer (green algae), so it is a consumer but not an omnivore.

solution: Omnivores are consumers that eat both producers and other consumers. So, an omnivore has arrows pointing to it from at least one producer and at least one consumer. The black crappie has three arrows pointing to it. These arrows start from the rotifer, the water flea, and the shiner, which are all consumers. So, the black crappie is a consumer but not an omnivore. The rotifer has an arrow pointing to it from the green algae, which is a producer. The rotifer also has an arrow pointing to it from the water flea, which is a consumer. The rotifer eats a producer and a consumer, so it is an omnivore. The copepod has an arrow pointing to it from the golden algae, which is a producer. The copepod also has an arrow pointing to it from the rotifer, which is a consumer. The copepod eats a producer and a consumer, so it is an omnivore. The shiner has only one arrow pointing to it. This arrow starts from the water flea, which is a consumer. So, the shiner is a consumer but not an omnivore.

skill: Interpret food webs I

wrong_step_idx: 21


id: 2334

lecture: When writing, make sure to avoid vague pronoun references. A vague pronoun reference occurs when a pronoun could refer to more than one possible antecedent. When Lisa and Kim finally landed, she breathed a sigh of relief. The pronoun she could refer to either Lisa or Kim, so the meaning of the sentence is unclear. Vague pronoun references can be corrected in one of two ways: 1. Replace the pronoun with its correct antecedent: When Lisa and Kim finally landed, Lisa breathed a sigh of relief. 2. Rewrite the sentence: Lisa breathed a sigh of relief when she and Kim finally landed. A vague pronoun reference also occurs when they, them, their, theirs, it, or its is used without its antecedent. They say that this nail polish dries in less than five minutes. The pronoun they is used without its antecedent, so the meaning of the sentence is unclear. This problem can be fixed by replacing the pronoun with its missing antecedent. The advertisements say that this nail polish dries in less than five minutes.

question: Which of the following contains a vague pronoun reference?

choice: (A) At the conference, the authors met with some publishers to discuss their new books. (B) At the conference, the authors discussed their new books with some publishers.

context: N/A

answer: A

Rationale:

generated_skill: The missing skill is identifying and correcting vague pronoun references in writing.

solution: The first answer choice contains a vague pronoun reference. The pronoun their could refer to the authors' or the publishers'. At the conference, the authors met with some publishers to discuss their new books. The second answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear. At the conference, the authors discussed their new books with some publishers.

skill: Identify vague pronoun references

wrong_step_idx: 13


id: 2340

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. The 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. concentration = particles of solute / volume of solvent

question: Which solution has a higher concentration of purple particles?

choice: (A) Solution B (B) Solution A (C) neither; their concentrations are the same

context: The diagram below is a model of two solutions. Each purple ball represents one particle of solute.

answer: A

Rationale:

generated_skill: The missing skill is accurately observing the number of purple particles in each solution.

solution: 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. Use the concentration formula to find the number of purple particles per milliliter. Solution B has more purple particles per milliliter. So, Solution B has a higher concentration of purple particles.

skill: Compare concentrations of solutions

wrong_step_idx: 11


id: 2459

lecture: There are more than 100 different chemical elements, or types of atoms. Chemical elements make up all of the substances around you. A 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. Every 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. Scientists 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. In 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.

question: Look at the models of molecules below. Select the elementary substance.

choice: (A) ozone (B) 2-chloroethanol (C) benzene

context: N/A

answer: A

Rationale:

generated_skill: The missing skill in this case is the ability to correctly identify the chemical element represented by each ball in the model and determine if the substance is an elementary substance or a compound.

solution:

skill: Identify elementary substances and compounds using models

wrong_step_idx: 15


id: 2517

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. The 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. concentration = particles of solute / volume of solvent

question: Which solution has a higher concentration of pink particles?

choice: (A) neither; their concentrations are the same (B) Solution B (C) Solution A

context: The diagram below is a model of two solutions. Each pink ball represents one particle of solute.

answer: B

Rationale:

generated_skill: The missing skill in this query is accurately observing and comparing the number of pink particles in each solution.

solution: In Solution A and Solution B, the pink particles represent the solute. To figure out which solution has a higher concentration of pink particles, look at both the number of pink particles and the volume of the solvent in each container. Use the concentration formula to find the number of pink particles per milliliter. Solution B has more pink particles per milliliter. So, Solution B has a higher concentration of pink particles.

skill: Compare concentrations of solutions

wrong_step_idx: 11


id: 2534

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: north and south. Here are some examples of magnets. The north pole of each magnet is labeled N, and the south pole is labeled S. 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:

generated_skill: The missing skill in this scenario is the ability to identify the positions of the poles of the magnets and determine whether they are opposite or like poles.

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: 14


id: 2540

lecture: An adaptation is an inherited trait that helps an organism survive or reproduce. Adaptations can include both body parts and behaviors. The shape of an animal's mouth is one example of an adaptation. Animals' mouths can be adapted in different ways. For example, a large mouth with sharp teeth might help an animal tear through meat. A long, thin mouth might help an animal catch insects that live in holes. Animals that eat similar food often have similar mouths.

question: Which animal's mouth is also adapted for gnawing?

choice: (A) Podolsk mole rat (B) tamandua

context: Nutrias eat plant parts such as stems and branches. They eat by biting off small pieces at a time, or gnawing. The 's mouth is adapted for gnawing. Figure: nutria.

answer: A

Rationale:

generated_skill: The missing skill in this case is the ability to analyze and differentiate between different adaptations and their suitability for a specific behavior. In the Wrong Rationale Steps, the reasoning is based solely on the presence of large front teeth in both animals (the nutria and tamandua), assuming that similar teeth mean similar adaptations. However, it is important to understand that adaptations can vary in their specificity and effectiveness for different behaviors. In this case, the nutria's large front teeth are adapted for gnawing, while the tamandua's large front teeth are adapted for tearing and catching prey.

solution: Look at the picture of the nutria. The nutria has large front teeth. Its mouth is adapted for gnawing. The large front teeth can help the nutria break off pieces of food that it can swallow. Now look at each animal. Figure out which animal has a similar adaptation. The Podolsk mole rat has large front teeth. Its mouth is adapted for gnawing. The tamandua has a long tube-shaped mouth and no teeth. Its mouth is not adapted for gnawing. The tamandua uses its mouth to get insects out of holes and burrows.

skill: Animal adaptations: beaks, mouths, and necks

wrong_step_idx: 13


id: 2622

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: In this food web, which organism contains matter that eventually moves to the parasol fungus?

choice: (A) gray fox (B) bobcat (C) black racer (D) beaver

context: Below is a food web from Shenandoah National Park, a forest ecosystem in Virginia. 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: D

Rationale:

generated_skill: The missing skill in this case is the ability to interpret and trace the flow of matter through a food web.

solution: 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 parasol fungus. There are two arrows pointing from the gray fox to other organisms. One arrow points to the bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. The other arrow pointing from the gray fox leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the gray fox to the parasol fungus. The only arrow pointing from the black racer leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the black racer to the parasol fungus.There is one path matter can take from the black bear to the parasol fungus: black bear->parasol fungus. bobcat. The only arrow pointing from the bobcat leads to the bolete fungus. No arrows point from the bolete fungus to any other organisms. So, in this food web, matter does not move from the bobcat to the parasol fungus.. There is one path matter can take from the beaver to the parasol fungus: beaver->black bear->parasol fungus.

skill: Interpret food webs II

wrong_step_idx: 17


id: 2632

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) Sacramento is the capital of California, the state government meets there. (B) All the goats, cows, and horses on the farm.

context: N/A

answer: B

Rationale:

generated_skill: The missing skill in this query is the ability to identify a complete sentence and differentiate it from a sentence fragment. The user's rationale correctly states that a sentence is a group of words that forms a complete thought and has both a subject and a verb. However, they incorrectly identify option B as a sentence fragment, stating that it is missing a subject. In reality, option B "All the goats, cows, and horses on the farm" is a complete sentence because it has a subject (All the goats, cows, and horses) and a verb (on the farm). Therefore, the missing skill is the understanding of what constitutes a complete sentence.

solution: All the goats, cows, and horses on the farm is a sentence fragment. It is missing a verb.

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

wrong_step_idx: 29