id: 2754

lecture: Experiments have variables, or parts that change. You can design an experiment to investigate whether changing a variable between different groups has a specific outcome. For example, imagine you want to find out whether adding fertilizer to soil affects the height of pea plants. You could investigate this question with the following experiment: You grow one group of pea plants in soil with fertilizer and measure the height of the plants. This group shows you what happens when fertilizer is added to soil. Since fertilizer is the variable whose effect you are investigating, this group is an experimental group. You grow another group of pea plants in soil without fertilizer and measure the height of the plants. Since this group shows you what happens when fertilizer is not added to the soil, it is a control group. By comparing the results from the experimental group to the results from the control group, you can conclude whether adding fertilizer to the soil affects pea plant height.

question: In this experiment, which were part of a control group?

choice: (A) the snowboards with wax removed (B) the snowboards with wax added

context: The passage below describes an experiment. Jeanette and Bryant were taking a snowboarding class. During the class, their instructor said they would go faster if they applied wax to the undersides of their snowboards. After the class, Jeanette applied a thin layer of wax to the underside of a snowboard and rode the board straight down a hill. Then, she removed the wax and rode the snowboard straight down the hill again. Bryant timed how long each ride took. Jeanette repeated these rides on four other snowboards, alternating whether she first rode with or without wax. Figure: a snowboarder.

answer: A


Rationale:

generated_skill: The missing skill in this case is the ability to identify the control group in an experiment.


solution: In this experiment, Jeanette and Bryant investigated whether adding wax to snowboards affects their speed. There was no wax on the snowboards with wax removed. So, they were part of a control group.

skill: Identify control and experimental groups

wrong_step_idx: 10



id: 2861

lecture: Every object is made of one or more materials. A material is a type of matter. Wood, glass, metal, and plastic are common materials. A material has different properties. A material's properties tell you how it looks, feels, tastes, or smells. Some examples of properties are shiny, hard, fragile, and stretchy. For example, a shiny material reflects a lot of light. A fragile material breaks when you drop it.

question: Which is the most flexible?

choice: (A) glass bowl (B) wood board (C) metal hair clip

context: N/A

answer: C


Rationale:

generated_skill: The missing skill in this query is the ability to understand and identify the actual properties of materials, specifically focusing on flexibility. The key wrong steps indicate a misunderstanding of flexibility, stating that the glass bowl is the most flexible because it will not break when bent. However, glass is actually a brittle material and would break if bent, making it less flexible than the other options. The correct answer is (C) metal hair clip, as metal is known to be a flexible material that can be bent without breaking easily.


solution: Flexible is a property. A flexible material can be bent without breaking easily. Look at each picture, one at a time. Imagine bending the material shown in each picture. Of the choices, the metal hair clip is the most flexible. If you gently bend a metal hairclip, it will not break.

skill: Compare properties of materials

wrong_step_idx: 12



id: 2889

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 sofa?

choice: (A) 4 yards (B) 4 inches (C) 4 feet (D) 4 miles

context: Select the best estimate.

answer: C


Rationale:

generated_skill: The missing skill in this query is the ability to convert between different units of measurement and apply that knowledge to determine the length of the sofa.


solution: The best estimate for the length of a sofa is 4 feet. 4 inches is too short. 4 yards and 4 miles are too long.

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

wrong_step_idx: 8



id: 2910

lecture: An object has different properties. A property of an object can tell you how it looks, feels, tastes, or smells. Properties can also tell you how an object will behave when something happens to it. Different objects can have properties in common. You can use these properties to put objects into groups. Grouping objects by their properties is called classification.

question: Which property do these four objects have in common?

choice: (A) rough (B) flexible (C) opaque

context: Select the best answer.

answer: C


Rationale:

generated_skill: The missing skill in this scenario is the ability to correctly identify and understand the properties of objects and compare them to determine which property they have in common. The key wrong steps in the rationale include incorrectly identifying the property of flexibility for all four objects and incorrectly stating that the answer is B (flexible) instead of C (opaque). The missing skill, in this case, is the ability to accurately identify and compare properties of objects to determine which property they have in common.


solution: Look at each object. For each object, decide if it has that property. An opaque object does not let light through. All four objects are opaque. A flexible object can be folded or bent without breaking easily. The hair clip is flexible, but the building blocks are not. A rough object feels scratchy when you touch it. The hair clip and the binder are not rough. The property that all four objects have in common is opaque.

skill: Compare properties of objects

wrong_step_idx: 9



id: 2961

lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

question: Which word would you find on a dictionary page with the following guide words? beaver - bury

choice: (A) banner (B) brier

context: N/A

answer: B


Rationale:

generated_skill: The missing skill is understanding how guide words work in a dictionary. Guide words do not indicate all the words that appear between them in alphabetical order. Rather, they indicate the first word and last word on the page, and all the words on the page should fall between these two guide words in alphabetical order. Therefore, the word that appears on the page with the guide words "beaver - bury" should start with a letter between "beaver" and "bury".


solution: Put the words in alphabetical order. Since brier is between the guide words beaver - bury, it would be found on that page.

skill: Use guide words

wrong_step_idx: 7



id: 2985

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 greater when there is a smaller 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 the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.

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:

generated_skill: The missing skill in this case is understanding that the shape of the magnets can also affect the magnitude of the magnetic force. The wrong rationale assumes that the only factor affecting the magnitude of the force is the distance between the magnets. However, the shape of the magnets can also impact their magnetic field and the strength of the force. In this case, Pair 2 consists of magnets with a stronger magnetic field, resulting in a greater magnitude of the magnetic force compared to Pair 1.


solution: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater. There is a smaller distance between the magnets 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: 10



id: 3017

lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

question: Would you find the word clutch on a dictionary page with the following guide words? criticism - cultivate

choice: (A) yes (B) no

context: N/A

answer: B


Rationale:

generated_skill: The model did not accurately understand the concept of guide words and how they work in a dictionary to determine if a word would be found on a specific page.


solution: Put the words in alphabetical order. Since clutch is not between the guide words criticism - cultivate, it would not be found on that page.

skill: Use guide words

wrong_step_idx: 9



id: 3030

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) I didn't like the ending of The Fault in Our Stars, but the book critic thought it was well-written. (B) The book critic thought The Fault in Our Stars was well-written, but I didn't like the ending.

context: N/A

answer: A


Rationale:

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


solution: The second answer choice contains a vague pronoun reference. The pronoun it could refer to the ending or The Fault in Our Stars. I didn't like the ending of The Fault in Our Stars, but the book critic thought it was well-written. The first answer choice shows a possible correction for the vague pronoun reference. The text has been rewritten so that the meaning is clear. The book critic thought The Fault in Our Stars was well-written, but I didn't like the ending.

skill: Identify vague pronoun references

wrong_step_idx: 19



id: 3195

lecture: Guide words appear on each page of a dictionary. They tell you the first word and last word on the page. The other words on the page come between the guide words in alphabetical order. To put words in alphabetical order, put them in order by their first letters. If the first letters are the same, look at the second letters. If the second letters are the same, look at the third letters, and so on. If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order. For example, be comes before bed.

question: Would you find the word amazed on a dictionary page with the following guide words? aboard - arrive

choice: (A) no (B) yes

context: N/A

answer: B


Rationale:

generated_skill: The missing skill in this case is understanding and applying alphabetical order. The wrong rationale steps incorrectly assume that words are always in alphabetical order based solely on the first letter, and do not consider subsequent letters or the length of the word.


solution: Put the words in alphabetical order. Since amazed is between the guide words aboard - arrive, it would be found on that page.

skill: Use guide words

wrong_step_idx: 9



id: 3282

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 greater when there is a smaller 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 the same in both pairs. (B) The magnitude of the magnetic force is greater in Pair 2. (C) The magnitude of the magnetic force is greater in Pair 1.

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: B


Rationale:

generated_skill: The missing skill in this demonstration is the ability to understand the relationship between distance and the magnitude of the magnetic force. The key wrong steps in the rationale show a misunderstanding of this relationship. The wrong rationale states that the magnitude of the magnetic force is greater when there is a smaller distance between the magnets. However, this is incorrect. The correct understanding is that the magnitude of the magnetic force is greater when there is a larger distance between the magnets. Therefore, the missing skill is the ability to correctly apply the relationship between distance and the magnitude of the magnetic force.


solution: Distance affects the magnitude of the magnetic force. When there is a smaller distance between magnets, the magnitude of the magnetic force between them is greater. There is a smaller distance between the magnets 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: 14