examples9

id: 5379

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) Some people find caffeine nauseous, so they avoid coffee, soda, and energy drinks. (B) The high caffeine content in coffee, soda, and energy drinks can make some people nauseous.

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 second text uses nauseous in its traditional sense: causing disgust or nausea.
10: The high caffeine content in coffee, soda, and energy drinks can make some people nauseous.
11: The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated.
12: Some people find caffeine nauseous, so they avoid coffee, soda, and energy drinks.
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: The missing skill in this scenario is the ability to differentiate between the traditional and nontraditional usage of a word and understand the correct usage based on context and style guides.

solution: The second text uses nauseous in its traditional sense: causing disgust or nausea. Some people find caffeine nauseous, so they avoid coffee, soda, and energy drinks. The first text uses nauseous in its nontraditional sense: feeling disgusted or nauseated. The high caffeine content in coffee, soda, and energy drinks can make some people nauseous. 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: 9

id: 5532

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 these organisms contains matter that was once part of the lichen?

choice: (A) bilberry (B) collared lemming

context: Below is a food web from a tundra ecosystem in Nunavut, a territory in Northern Canada. 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: B

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: Use the arrows to follow how matter moves through this food web.
15: For each answer choice, try to find a path of arrows that starts from the lichen.
16: There are two arrows pointing to the collared lemming.
17: One arrow starts from the bear sedge, and the other arrow starts from the lichen.
18: The other arrow pointing to the collared lemming starts from the bear.
19: The only arrow pointing to the bear starts from the earthworm.
20: No arrow points to the earthworm.
21: So, in this food web, matter does not move from the lichen to the collared lemming.
22: The answer is A.

generated_skill: The missing skill in this case is the ability to trace the path of matter through a food web and identify the organisms that serve as a source of matter for other organisms.

solution: Use the arrows to follow how matter moves through this food web. For each answer choice, try to find a path of arrows that starts from the lichen. No arrow points to the bilberry. So, in this food web, matter does not move from the lichen to the bilberry.

skill: Interpret food webs II

wrong_step_idx: 21

id: 5544

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. You can change the strength of a magnetic force between two magnets by changing the distance between them. The magnetic force is stronger when the magnets are closer together.

question: Think about the magnetic force between the magnets in each pair. Which of the following statements is true?

choice: (A) The strength of the magnetic force is the same in both pairs. (B) The magnetic force is stronger in Pair 2. (C) The magnetic force is stronger 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:

0: Magnets can pull or push on each other without touching.
1: When magnets attract, they pull together.
2: When magnets repel, they push apart.
3: These pulls and pushes between magnets are called magnetic forces.
4: The stronger the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
5: You can change the strength of a magnetic force between two magnets by changing the distance between them.
6: The magnetic force is stronger when the magnets are closer together.
7: Distance affects the strength of the magnetic force.
8: When magnets are closer together, the magnetic force between them is stronger.
9: The magnets in Pair 1 are closer together than the magnets in Pair 2.
10: So, the magnetic force is stronger in Pair 1 than in Pair 2.
11: The answer is C.

generated_skill: The missing skill in this query is the understanding of the concept that the strength of the magnetic force between two magnets depends not only on the distance between them but also on the strength of the magnets themselves.

solution: Distance affects the strength of the magnetic force. When magnets are closer together, the magnetic force between them is stronger. The magnets in Pair 2 are closer together than the magnets in Pair 1. So, the magnetic force is stronger in Pair 2 than in Pair 1.

skill: Compare strengths of magnetic forces

wrong_step_idx: 9

id: 5619

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.

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 smaller in Pair 2. (C) The magnitude of the magnetic force is smaller 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: A

Rationale:

0: Magnets can pull or push on each other without touching.
1: When magnets attract, they pull together.
2: When magnets repel, they push apart.
3: These pulls and pushes between magnets are called magnetic forces.
4: The strength of a force is called its magnitude.
5: The greater the magnitude of the magnetic force between two magnets, the more strongly the magnets attract or repel each other.
6: You can change the magnitude of a magnetic force between two magnets by changing the distance between them.
7: The magnitude of the magnetic force is smaller when there is a greater distance between the magnets.
8: Distance affects the magnitude of the magnetic force.
9: When there is a greater distance between magnets, the magnitude of the magnetic force between them is smaller.
10: There is a greater distance between the magnets in Pair 2 than in Pair 1.
11: So, the magnitude of the magnetic force is smaller in Pair 2 than in Pair 1.
12: The answer is B.

generated_skill: The missing skill in this case appears to be understanding the relationship between distance and the magnitude of the magnetic force. The person analyzing the magnets incorrectly assumes that the magnitude of the magnetic force is solely determined by the distance between the magnets. However, this is not necessarily true and there are other factors, such as the shape and material of the magnets, that can also affect the magnitude of the magnetic force.

solution: Both magnet sizes and distance affect the magnitude of the magnetic force. The sizes of the magnets in Pair 1 are the same as in Pair 2. The distance between the magnets is also the same. So, the magnitude of the magnetic force is the same in both pairs.

skill: Compare magnitudes of magnetic forces

wrong_step_idx: 10

id: 5652

lecture: A fossil is the preserved evidence of an ancient organism. Some fossils are formed from body parts such as bones or shells. Other fossils, such as footprints or burrows, are formed from traces of an organism's activities. Fossils are typically found in sedimentary rocks. Sedimentary rocks usually form in layers. Over time, new layers are added on top of old layers in a series called a rock sequence. The layers in an undisturbed rock sequence are in the same order as when they formed. So, the deeper layers are older than the shallower layers. The relative ages of fossils can be determined from their positions in an undisturbed rock sequence. Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.

question: Which of the following fossils is younger? Select the more likely answer.

choice: (A) fern (B) feather

context: This diagram shows fossils in an undisturbed sedimentary rock sequence.

answer: A

Rationale:

0: A fossil is the preserved evidence of an ancient organism.
1: Some fossils are formed from body parts such as bones or shells.
2: Other fossils, such as footprints or burrows, are formed from traces of an organism's activities.
3: Fossils are typically found in sedimentary rocks.
4: Sedimentary rocks usually form in layers.
5: Over time, new layers are added on top of old layers in a series called a rock sequence.
6: The layers in an undisturbed rock sequence are in the same order as when they formed.
7: So, the deeper layers are older than the shallower layers.
8: The relative ages of fossils can be determined from their positions in an undisturbed rock sequence.
9: Older fossils are usually in deeper layers, and younger fossils are usually in shallower layers.
10: Look again at the fossils in the rock sequence diagram.
11: Compare the positions of these fossils to determine which one is younger: The feather fossil is in a shallower layer in the rock sequence than the fern fossil.
12: So, the feather fossil is most likely younger than the fern fossil.
13: The answer is B.

generated_skill: The missing skill in this case is the ability to interpret the relative ages of fossils based on their positions in an undisturbed rock sequence.

solution: Look again at the fossils in the rock sequence diagram. Compare the positions of these fossils to determine which one is younger: The fern fossil is in a shallower layer in the rock sequence than the feather fossil. So, the fern fossil is most likely younger than the feather fossil.

skill: Compare ages of fossils in a rock sequence

wrong_step_idx: 11

id: 5677

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? galleon - glorious

choice: (A) gently (B) goose

context: N/A

answer: A

Rationale:

0: Guide words appear on each page of a dictionary.
1: They tell you the first word and last word on the page.
2: The other words on the page come between the guide words in alphabetical order.
3: To put words in alphabetical order, put them in order by their first letters.
4: If the first letters are the same, look at the second letters.
5: If the second letters are the same, look at the third letters, and so on.
6: If one word is shorter, and there are no more letters to compare, then the shorter word comes first in alphabetical order.
7: For example, be comes before bed.
8: Put the words in alphabetical order.
9: Since goose is between the guide words galleon - glorious, it would be found on that page.
10: The answer is B.

generated_skill: The model did not properly understand the concept of alphabetical order when sorting words.

solution: Put the words in alphabetical order. Since gently is between the guide words galleon - glorious, it would be found on that page.

skill: Use guide words

wrong_step_idx: 9

id: 5705

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:

0: Magnets can pull or push on each other without touching.
1: When magnets attract, they pull together.
2: When magnets repel, they push apart.
3: Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends.
4: Every magnet has two poles, called north and south.
5: Here are some examples of magnets.
6: 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.
7: The magnets in the pair below attract.
8: If the same poles are closest to each other, the magnets repel.
9: The magnets in both pairs below repel.
10: Will these magnets attract or repel?
11: To find out, look at which poles are closest to each other.
12: The north pole of one magnet is closest to the south pole of the other magnet.
13: Poles that are different attract.
14: So, these magnets will attract each other.
15: The answer is B.

generated_skill: The model did not accurately assess the positions of the poles of the magnets to determine whether they will attract or repel each other.

solution: Will these magnets attract or repel? To find out, look at which poles are closest to each other. The south pole of one magnet is closest to the south 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

wrong_step_idx: 12

id: 5727

question: Will these magnets attract or repel each other?

choice: (A) attract (B) repel

context: Two magnets are placed as shown. Hint: Magnets that attract pull together. Magnets that repel push apart.

answer: A

Rationale:

0: Magnets can pull or push on each other without touching.
1: When magnets attract, they pull together.
2: When magnets repel, they push apart.
3: Whether a magnet attracts or repels other magnets depends on the positions of its poles, or ends.
4: Every magnet has two poles, called north and south.
5: Here are some examples of magnets.
6: 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.
7: The magnets in the pair below attract.
8: If the same poles are closest to each other, the magnets repel.
9: The magnets in both pairs below repel.
10: Will these magnets attract or repel?
11: To find out, look at which poles are closest to each other.
12: The north pole of one magnet is closest to the north pole of the other magnet.
13: Poles that are the same repel.
14: So, these magnets will repel each other.
15: The answer is B.

generated_skill: The missing skill in this case is correctly identifying the positions of the poles of the magnets and understanding that like poles repel each other.

solution: Will these magnets attract or repel? To find out, look at which poles are closest to each other. The south pole of one magnet is closest to the north pole of the other magnet. Poles that are different attract. So, these magnets will attract each other.

skill: Identify magnets that attract or repel

wrong_step_idx: 12

id: 5764

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) Over the summer, my cousin Brooke visited many times. (B) A beautiful desert in the middle of the country.

context: N/A

answer: B

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: Over the summer, my cousin Brooke visited many times is a sentence fragment.
29: It is missing a subject.
30: The answer is A.

generated_skill: The missing skill in this case is the ability to identify sentence fragments.

solution: A beautiful desert in the middle of the country is a sentence fragment. It is missing a verb.

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

wrong_step_idx: 28

id: 5785

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: C

Rationale:

0: The temperature of a substance depends on the average kinetic energy of the particles in the substance.
1: The higher the average kinetic energy of the particles, the higher the temperature of the substance.
2: The kinetic energy of a particle is determined by its mass and speed.
3: 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.
4: Each particle in the two samples has the same mass, but the particles in sample B have a higher average speed than the particles in sample A.
5: So, the particles in sample B have a higher average kinetic energy than the particles in sample A.
6: Because the particles in sample B have the higher average kinetic energy, sample B must have the higher temperature.
7: The answer is B.

generated_skill: The missing skill in this case is the ability to understand and apply the concept of temperature and kinetic energy correctly. The person arrived at the wrong conclusion by assuming that higher average kinetic energy automatically translates to higher temperature. However, temperature is not solely determined by average kinetic energy; it is also influenced by other factors such as the number of particles and the nature of the gas. In this case, since the samples have the same number of particles and there is no information provided about the nature of the gas, we cannot determine which sample has the higher temperature.

solution: Each particle in the two samples has the same mass, and the particles in both samples have the same average speed. So, the particles in both samples have the same average kinetic energy. Because the particles in both samples have the same average kinetic energy, the samples must have the same temperature.

skill: Identify how particle motion affects temperature and pressure

wrong_step_idx: 4